Research Interests

The focus of my research is the early development of the cognitive control functions (including cognitive flexibility & inhibition [e.g., selective attention] -- collectively called executive functions) dependent on prefrontal cortex

… includes the neuroanatomical, genetic, & neurochemical mechanisms that make those functions possible.

… and how these functions are modulated by environment (by detrimental factors such as poverty and by facilitative factors such as early education programs)

The roles of storytelling, dance, music, physical activity, and mindfulness in improving executive functions and academic & mental health outcomes

Role of Prefrontal Cortex and its Dopamine Projection in Neurodevelopmental Disorders

Gender Differences in the Dopamine System in Prefrontal Cortex

Development of the Integration of Intention and Action (especially during infancy and preschool)

Cognitive & Perceptual-Motor Development, and their Interrelations

The Social and Emotional Growth of the Individual in Late Adolescence & Adulthood

My lab integrates behavioral, neuroanatomical, neurochemical, & genetic approaches to study fundamental questions about these abilities, environmental effects on them, and their development throughout the lifespan, but especially in infants, preschoolers, and young school-age children.

We study

• the development of these abilities (including neurocognitive games for infants & using the same measures with preschoolers through octogenarians),
• their neural bases and modulation by genes and neurochemistry (using functional neuroimaging [fMRI] & molecular genetic techniques),

for example, we study polymorphisms that affect expression of these EF skills

• their modulation by the environment (including detrimental factors such as poverty or exposure to teratogens and facilitative factors such as bilingualism, social supports, or school curricula)

for example, we work on preschool curricula to strengthen these EF skills

• how they become derailed in disorders (such as ADHD or autism),
• effective treatments for preventing, ameliorating, or curing disorders,

for example, we are testing an instructional strategy we developed that we hope will help children with developmental delays, especially such children with autism

• educational implications ( e.g., why some children have trouble mastering a cognitive skill & how they can be helped to master it),
• & interrelations between these cognitive functions and motor, perceptual, emotional, & social abilities.

My current research is focused on:

• interventions to improve these skills in young children (such as early education programs, storytelling, and mindfulness)
• the roles of dance, music, and physical activity in improving executive functions and academic & mental health outcomes
• genetic polymorphisms that affect dopamine in prefrontal cortex and may affect executive function skills differently in males and females
• supporting & helping parents to help their children succeed

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Significant Contributions

1a. Helping to found the field of Developmental Cognitive Neuroscience through a systematic body of work demonstrating one of the first strong empirical links between early cognitive development and brain function.

1b. Helping to found the field of Developmental Cognitive Neuroscience through organizing one of the first conferences to bring together developmental psychologists, cognitive scientists, & neuroscientists, and providing a framework for communication, that began cross-disciplinary dialogue and many collaborations. (To bridge communication gaps, people were invited who were either using the same experimental paradigms to study the same behaviors or were investigating related scientific questions in complementary ways (though they were unaware of one another’s work. They used different words to talk about their work and had different ways of thinking about it, but the concrete, observable behaviors, and the precise experimental conditions under which those behaviors occurred, served to make translation possible.)

Diamond, A (1990) (Ed). The Development and Neural Bases of Higher Cognitive Functions. NY Academy of Sciences -- the book from the conference sold out in record time

Also organized the first symposium devoted to developmental cognitive neuroscience at the annual Cognitive Neuroscience Society meeting (in 2000).

2. Discoveries that led to worldwide improvements in the medical treatment for phenylketonuria (PKU) that have improved children’s lives. The discoveries were (i) to identify the biological mechanism that causes neurobiological changes (reduced dopamine in prefrontal cortex) and executive function cognitive deficits in some PKU children despite treatment, and (ii) to discover that the children had visual deficits as well. This work helped to propel two important changes in the medical guidelines for the treatment of PKU in the U.S. and throughout Europe. Those changes, in turn, have made a significant difference in children’s lives.

Researchers studying PKU children following the prescribed dietary treatment had noted selective cognitive deficits, but no one had suggested a mechanism that could account for that pattern of impairment. We successfully investigated my hypothesis concerning why those cognitive deficits should be present in some PKU children despite treatment, and why those deficits would be limited to PFC. We studied children and animal models, combining neurochemical and behavioral work in animals, longitudinal testing of an extensive battery of neurocognitive tasks in children, and studies of visual function.

The monograph reporting our longitudinal neurocognitive testing, which provided converging evidence, in multiple age groups, with multiple comparison groups of selective deficits in, and only in, the executive functions dependent on prefrontal cortex propelled the first change in treatment guidelines:

Diamond, A., Prevor, M., Callender, G., & Druin, D.P. (1997). Monographs of the Society for Research in Child Development (Monograph #252), 62, 1-207.

We were also:

(a) the first to create an animal model of treated PKU:

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

(b) the first to find cognitive deficits in the genetic mouse model of PKU:

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.

(c) the first to document a visual deficit in children treated for PKU children.

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

see also: http://www.psychologymatters.org/diamond.html

We also discovered a long-lasting visual deficit if children with PKU are not started on diet within days of birth, which led to a second change in PKU treatment guidelines:

Diamond, A. (2001). 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.

3. Findings that have direct and important implications for early childhood education.
Executive function (EF) skills, such as inhibitory control (including selective attention and discipline), working memory, and cognitive flexibility, are critical for success in school and life. Our group demonstrated that EF can be improved in at-risk preschoolers in regular public-school classrooms, without specialists or special equipment. Children who spent more time engaged in mature play showed better academic outcomes than those who spent more time in direct academic instruction.

Diamond, A., Barnett, W.S., Thomas, J., & Munro, S. (2007). Science, 318, 1387-1388.

We are currently investigating what the longterm effects are for executive functions, academic outcomes, and mental health outcomes. Many issues are not simply Education issues or Health issues. They are both. For example, I predict that children who go through an early education program that directly teaches and supports EF will be less likely to be diagnosed with disorders of EF (such as ADHD or conduct disorder) because the program will have taught them how to exercise self-control and emotion regulation, and I predict that the same early education program will lessen the achievement gap between rich and poor, and gap that currently widens each year. We have just begun a longitudinal study to test those predictions.

4a. Discoveries that are changing our understanding of the dopamine system in PFC.
We obtained the first evidence of the relation of polymorphisms of the catechol-o-methyltransferase ( COMT ) gene to cognitive performance in children, providing an existence proof that differences in genotype can be related to differences in cognition in normal children. This set of results challenged accepted notions that since dopamine is important for some PFC-dependent cognitive functions, it is important for all. The differential sensitivity of distinct cognitive abilities to specific neurotransmitters opens up possibilities for targeted pharmacological interventions.

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.

4b. Discoveries that are changing our understanding of the dopamine system in PFC.
We obtained evidence of a gender difference in which polymorphism of the COMT gene is more beneficial for executive function, and that perhaps the long-revered Yerkes-Dodson curve is only true for males. We hypothesize that women may have higher baseline levels of dopamine in prefrontal cortex (an optimum level) and males may have slightly too little dopamine in prefrontal cortex at baseline. If so, this would have important implications for gender differences in the effective dosages of medications that affect prefrontal cortex dopamine levels.

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

5. Marshalling evidence that ADHD that includes hyperactive and ADHD that is exclusively inattentive are two different disorders, with different cognitive and behavioral profiles, different patterns of comorbidities, different responses to medication, and different underlying neurobiologies. This has resonated with clinicians and patients, who have emailed me in droves.

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

6. Demonstrating ways to help children succeed at tasks long thought beyond their ability. E.g.:

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.

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.

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

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., 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.

We have obtained very encouraging results with children with autism that we are now following up. Most behavioral training with children with developmental delays, or with children with disorders such as autism, has not considered whether symbol 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.

8a. Changing the way people think about cognitive development by awakening interest in the role of inhibition. Development proceeds both by the acquisition of new knowledge and by the increasing ability to inhibit inappropriate reactions that get in the way of demonstrating what is known. It is not enough to know the right thing to do, you must do it. Between knowledge (knowing the correct response) and implementation, another step, long ignored, is often required. E.g.:

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

8b. Changing the way people think about cognitive development by demonstrating the close interrelations between motor development and cognitive development:

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.)

9. Demonstrating that the cognitive biases we think so odd in children are still present in adults:

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.

10. Development of many tasks to assess EF now widely used worldwide, often with the same task appropriate for all ages across the lifespan (preschoolers to octogenarians), and providing those tasks free of charge (including software codes, stimulus materials, detailed instructions, & training videos ) and training on them free of charge to dozens of researchers every year. E.g.:

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.

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 (Mar 29; [Epub ahead of print])

11. The biennial conference series I run in Vancouver 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 a national need. People find these conferences extremely valuable, and come from ALL over BC, almost every Canadian province, almost half of the US states, and many other countries.

For comments from participants see: http://www.interprofessional.ubc.ca/ BDL_subpages/sponsorsfeedback.html

The purpose of the conference series (called Brain Development and Learning) is to be of service to the community -- to present important scientific findings in neuroscience and child development 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. 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.” Every person who attended our 2008 meeting (100%) said the conference was well organized and the conference program was informational and well organized. 98% said they learned a lot and want to attend the next meeting.

12. Other outreach to the community, communicating about our findings in scores of invited talks every year to audiences ranging from neurologists, psychiatrists, pediatricians, & neuropsychologists, to educators, developmental psychologists, parent groups, & early childcare providers, to lawyers, government officials, & policymakers, to psychoanalysts, clinical psychologists, & rehabilitation therapists in North America & abroad (including Argentina, Czechoslovakia, France, Netherlands, England, Scotland, Wales, Germany, Poland, Switzerland, USSR, India, Israel, New Zealand, & Australia).

13. As a committed teacher, I contribute through my teaching and dedication to my students, and continue to teach at UBC though it is not required of me and I do not get paid for it. Students always rate my course as the very best in their university experience. They also say the course has changed their lives.

For example, “This course profoundly shaped my experience and I would recommend it to absolutely every person, regardless of year, faculty, or degree of interest in psychology. I can affirm that I am not only a better, more well-rounded student after taking this course, but an enriched human being. This was a life-altering course.”

14. As a research mentor, contributing through the trainees who have gone on to their own independent accomplishments, such as

Amber Story, Program Director, Program Director, Social Psychology, Division of Behavioral and Cognitive Sciences, Directorate for Social, Behavioral and Economic Science, National Science Foundation (NSF)

Ruth Litovsky, Ph.D. - Associate Professor, Communicative Disorders, 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, Ph.D. - Assistant Professor, Center for Mind and Brain, University of California-Davis.

Elizabeth Donner, M.D. - Assistant Professor of Neurology, Hospital for Sick Children, Toronto.

Natasha Kirkham, Ph.D. - Assistant Professor, Dept. of Psychology, Stanford University.

Dima Amso, Ph.D. - Assistant Professor, Sackler Institute for Developmental Psychobiology, Cornell University, Weill College of Medicine.

Melissa Goldberg, Ph.D. - Assistant Professor, Psychiatry and Behavioral Sciences, Johns Hopkins University School of Medicine.

Matt Davidson, Ph.D. - Assistant Professor, Dept. of Psychology, University of Massachusetts-Amherst.

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

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Current Research Projects - click here.

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Publications

Schonert-Reichl, K. A., Oberle, E., Diamond, A., Lawlor, M. S., Abbott, D., Thompson, K., & Oberlander, (to be submitted). Accelerating Cognitive and Social Emotional Development through a Simple-to-Administer School Program. Science.

Diamond, A., Scaile, P., Kramer, A., Fossella, J., Abbott, D., & Kim, J. (to be submitted). What’s best for men is not always what’s best for women: Gender Differences in the Effects of COMT Genotypes. Nature Neuroscience.

Diamond, A. (submitted). Developmental progression in learning, and executing from memory, sequential hand movements: Children's performance on Luria's "Flat-Fist-Edge" motor sequence task.

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

Diamond, A. (accepted). 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.

Shing, Y.L.T, Lindenberger, U., Diamond, A., Li, S-C., & Davidson, M.C. (accepted). Memory Maintenance and Inhibitory Control Differentiate from Early Childhood to Adolescence. Developmental Neuropsychology. (pdf)

Diamond, A. (2009). Apprendre à apprendre, Dossier de La Recherche, 34. (pdf)

Diamond, A. (2009). The interplay of biology and the environment broadly defined. Developmental Psychology, 45, 1-8. (abstract) (pdf)

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

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. (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. (abstract) (pdf)

Diamond, A. & Amso, D. (2008).  Contributions of neuroscience to our understanding of cognitive development.  Current Directions in Psychological Science, 17, 136-141. (abstract) (pdf)

Diamond, A., Barnett, W.S., Thomas, J., & Munro, S.^T (2007). Preschool program improves cognitive control, Science, 318, 1387-1388. (abstract) (pdf)
see: http://www.nytimes.com/2009/09/27/magazine/27tools-t.html
see: http://www.devcogneuro.com/images/Pubs/National_Scientific_Council_on_the_Developing_Child2009.pdf

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

Diamond, A. (2007). Interrelated and interdependent. Developmental Science, 10, 152-158. (abstract) (pdf)

Diamond, A. (2006). Bootstrapping conceptual deduction using physical connection: Rethinking frontal cortex . Trends in Cognitive Sciences, 10 , 212-218. (abstract) (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 (Mar 29; [Epub ahead of print]) (abstract) (pdf)

Diamond, A. (2006). The early development of executive functions. In E. Bialystok & F. Craik (eds.), Lifespan Cognition: Mechanisms of Change (pp. 70-95). 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. (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. (abstract) (pdf)

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. (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. (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. (abstract) (pdf)

Munakata, Y., Casey, B.J., & Diamond, A. (2004). Developmental cognitive neuroscience: Progress and potential. Trends in Cognitive Science, 8, 122-128. (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. (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. (abstract)

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. (pdf)

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

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

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

Diamond, A. (2001). 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. (pdf)
     Reprinted in M.H. Johnson, Y. Munakata, & R. Gilmore (eds.). (2002).  Reader in brain development and cognition. London, UK: Blackwell Press.

Diamond, A. (2001). 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 (pages 11976-11982). Oxford, UK: Pergamon. 

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. (2000). Towards an understanding of the human frontal lobes. Contemporary Psychology, 45, 564-565. (abstract)

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.) (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. (1999). Developmental psychology in its social and cultural con text. Society for Research in Child Development Newsletter, 42, 5-8. (abstract)

Diamond, A. (1999). 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. Johnson & Johnson: New Brunswik, NJ.

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)

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 (p. 1313-1338). San Diego: Academic Press.

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. (abstract) (pdf)

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.

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.

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, 1-22. (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). Guilford Press: NY. (abstract)

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. (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). 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). Some guidelines for the study of brain-behavior relationships during development. In H. Levin, H. Eisenberg, & A. Benton (Eds.), Frontal lobe function and dysfunction (pp. 189-211). NY: Oxford U. Press. (abstract)

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

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. (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 U. Press: Oxford. (pdf)

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

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)

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Education and Training

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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 Arabat, 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.

 

[More photos to come!]

 

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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     Family pictures

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Brain Development and Learning Conference

For more information about the Brain Development and Learning Conference, visit the websites:

2010 Brain Development and Learning Meeting

2008 Brain Development and Learning Meeting: Stress and Prefrontal Cortex

2008 Conference Feedback

2006 Brain Development and Learning Meeting: Plasticity and Interventions

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Current Grant Support
(continuous NIH /NSF support since 1975; continuous NIH support since 1983)

NIH 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.)

NIH R01 # MH071893: "Autism and the Development of Relational Awareness"
PI: Adele Diamond (25% effort)
co-PI: Rebecca Landa at KKI
Project period: 1/22/2007 - 12/31/2011
Total direct 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. That is, 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.

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 and others
Project period: 03/2010- 03/2011
Total direct costs: $25,000 CAN

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)
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 when a change in conditions on the ground made it impossible for her to do the study in a scientifically valid way.

     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 EF and academic performance? Are there longterm benefits to training preschoolers in how to exercise EF 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.

NICHD R01 #HD039783:  “Pain in Preterm Infants: Development and Effects"
PI: Ruth Grunau           Collaborator: Adele Diamond (& many others)
Project Period:  04/01/2008 - 11/30/2012
total direct costs:  $1,062,496  US 

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.

Canada Foundation for Innovation (CFI) Award: “Developmental Cognitive Neuroscience Laboratory”
PI: Adele Diamond (no % effort)
9/01/2004 - 8/31/2010 Total direct costs with matching funds: $500,220 CAN

     For setting up the PI’s laboratory at UBC.

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Teaching

In Department of Psychology, University of British Columbia:

• Undergraduate Course: The Lifespan Social, Emotional, and Cognitive Development of the Person in its Social, Cultural, and Biological Context
  • Course Feedback

In other departments, University of British Columbia:

• Annual lecture in Neuroscience Graduate Seminar (Neuroscience 501: Systems Neuroscience)
• Biennial lecture in Faculty of Education Graduate Courses on Theories of Cognitive Abilities or Assessment of Young Children
• Guest lecture in Cognitive Systems undergraduate course (Cogs 401)
• Invited lecture on developmental cognitive neuroscience, at the request of the students, for 4th year Biomedical students at UBC

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

• Graduate Seminar: Developmental Cognitive Neuroscience
• Developmental Psychology

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)

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 (2006 - present), Jeanette Evans, Ph.D. Candidate in Neuroscience
• Adjunct Graduate Advisor (2005 - present), Michelle Kozey, Ph.D. Candidate in Educational & Counseling Psychology
• Graduate Advisor (2008 – 2010), Lisa Barker, Ph.D. Candidate in Neuroscience
• Member, Dissertation Committee, Heike Dumke, Ph.D. Candidate in Neuroscience (2004 - 2005)
• Member (2010 - present), Ph.D. Committee, Jay Hosking
• Member (2008 - present), Master’s Committee, Tamara Crozier
• Member (2006 - present), Ph.D. Committee, Jonathan Epp
• Member (2006 - present), Master’s Committee, Kamyar Keramatian
• Member (2005 - 2008), Master’s Committee, Orsolya Magyar
• Member (2004 - 2005), Dissertation Committee, Heike Dumke, Ph.D. 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:

Undergraduate Independent Studies & Honor Theses Advised

All have been full-year projects except Levy and Wusinich (1992), Lisa Loewinger (1993-94), Lyngine Calizo (1994-95), Erin Clifford (1998), and Cynda Ashton (2007) who worked on their projects for only one semester.

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Service

Service to the University

Membership on committees

Member-at-Large, Executive Committee, UBC Faculty Association (2008-2010)

Member, the Canada Research Chair (CRC) Internal Review Committee of UBC (2006 - present)

Member, Research Administration Committee, Div. of Child & Adolescent Psychiatry, Dept. of Psychiatry (2005 - present)

Member. Membership Committee, Green College, UBC (2007-2009)

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)

Other service

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

Gave invited short seminar (Mar. 30, 2009). Conceptual and strategic issues related to NIH success. NIH workshop for UBC faculty, The Health Research Resource Office, UBC.

Invited judge at the First Vancouver Brain Bee (March 28, 2009): a competition for Vancouver high school students grades 10 – 12).

Organizer, International Biennial Conference Series “Brain Development & Learning” & inaugural meeting devoted “Plasticity and Interventions” (2005-present); this is a service to the larger community of parents, policymakers, educators, physicians, psychologists, and allied health professions

• 2010 Brain Development and Learning Meeting
• 2008 Brain Development and Learning Meeting: Stress and Prefrontal Cortex
• 2006 Brain Development and Learning Meeting: Plasticity and Interventions

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

• 2008-2009 Colloquium Series Schedule
• 2007-2008 Colloquium Series Schedule
• 2006-2007 Colloquium Series Schedule

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)

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
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 (April, 2005)

Have taken under my wing a UBC first-year student from Zimbabwe, Tinashe Chatora. Insisted that he stay at our house when he first arrived in Vancouver & the dorms weren’t open yet. Have remained in close touch with him and plan to continue to do so throughout his 4 years at UBC. (2007- )

Service to the Field and to the Community

Memberships in scholarly societies

Memberships on scholarly committees

• 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.”
  www.ultimateblockparty.com/whos_who.html
• Member, Advisory Board, the Sage School, Hailey, Idaho (2010- present)
• Member, Honorary Board, KidCareCanada Society, Victoria, BC (2010- present)
• Member, Advisory Board, NeuroDevNet within Networks of Centres of Excellence (NCE). University of British Columbia, Vancouver, BC (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, 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-present )
• Member, National Advisory Board, Continuum Academy (A Minnesota State Public Charter School) (2008 - present)
• Member, Research Management Committee of the Down Syndrome Research Foundation (2007 - present)
• Member, International Research Network on Imagination and Education (2006 -present )
• Member, Leadership Council on Awareness and Concentration in Learning, for the Garrison Institute (2006 -present )
• Nominator, MacArthur Fellows Program (2004 -present)
• Member, Senior Advisory Bd., National Center for Developmental Science in the Public Interest, (2001-present)
• Member, ‘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 )
• Member of the National Scientific Advisory Committee, Program Project Grant on "Somatic Cell Genetic Studies of Down Syndrome," Denver University & Univ. of Colorado, (1997-present)
• Member of the External Advisory Committee, Learning Disabilities Research Center, Kennedy Krieger Institute, Johns Hopkins University, (1995-present)
• Member, Local organizing committee for Canadian Association for Neuroscience Annual Meeting in Vancouver (2008 - 2009)
• Member, Board of Governors of the International Neuropsychological Society (INS) (2005-2008)
• Elected to the Fellows Committee of Division 7 (Developmental Psychology) of the American Psychological Association (2004 - 2008)
• Member, Executive Governing Board, Cognitive Development Society (2003-2010)
• 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, Dissertation Examining Committee, Stephan Huijbregts, Vrije Universiteit, Amsterdam, NL, (2002)
• Member, NSF Grant Advisory Panel for Human Cognition and Perception, (2000)
• Member, Panel on "Perception, Attention, and Memory" for the McDonnell Foundation, Sackler
• Foundation Initiative on Centers on Human Brain Development, (1998-2000)
• Member of NIH Site Visit Teams, (1996, 1997, 1999, 2003, 2004)
• Member of the 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 of NIH Study Section, Human Development & Aging-1 (AHR), (1991 )

Editorships

• Associate Editor, Developmental Science , 2001-
• 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 (submissions due Sept., 2007)

Member of Editorial Boards:

• Past Member of Editorial Board of Developmental Psychobiology, served 1994-2000.
• Infancy, served from its inception - 2003.
• Brain and Mind, served from its inception - 2003

 Reviewer (journal, agency, etc.)

• Reviewer for: Journal of Child Psychology & Psychiatry

Reviewer of grant applications for:

Canada Research Chairs Program
Canadian Institutes of Health Research (CIHR)
National Institutes of Health (NIH)
Economic and Social Research Council (ESRC) Training and Development Board
NSF (Psychobiology) NSF (Memory & Cognitive Processes)
NSF (Div. of Social, Behavioral, & Economic Res.: Human Cognition & Perception)
NSF (Div. of Social, Behavioral, & Economic Res.: Archeology)
NSF (Behavioral & Neural Sciences: Language, Cognition, & Social Behavior)
Australian Research Council, Canberra, Australia
BSF (United States-Israel Binational Science Foundation)
Israel Science Foundation
Department of Health and Human Services, State of Louisiana
Medical Research Council (MRC) Neurosciences Board, United Kingdom
Ministry of Health, Ontario, Canada
Natural Sciences & Engineering Research Council of Canada (NSERC)
Ontario Mental Health Foundation
Telethon Fondazione, Italy

Reviewer of manuscripts for juried conferences since 1986:

International Conference on Infant Studies
Society for Research in Child Development

Reviewer of manuscripts since 1996 for:

American Psychological Association, Division 7
Reviewer for APA Dissertation Research Awards, 1997

External examiner

• External Examiner, Dissertation of Afra Foroud, Ph.D. candidate, University of Lethbridge, AB, 2008
• External Examiner, Dissertation of Michelle Martin, Ph.D. candidate, York University, 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 at the University of Salzburg, Austria, 2003
• Mentor to John Fossella 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. (2005 - )
• Mentor 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. (2002 -

Consultant

• Consultant & Collaborator (2010 – present). NSF grant proposal, project entitled, “The Effect of Environment on Neural Development of the Prefrontal Cortex: A Randomized Controlled Trial of Kindergarten Intervention.” PI: John Gabrieli, Depart. of Brain and Cognitive Sciences, Massachusetts Institute of Technology, Cambridge, MA
  Consultant (2009 – present). NSF project & EAGER grant proposal, project entitled, “Math and Science Achievement Gaps of Minority and Disadvantaged Students: The Role of Developmental and Environmental Influences from Nine Months to 8th Grade,” PI: David Grissmer, Center for the Advanced Study of Teaching and Learning, University of Virginia, Charlottesville, VA
• Consultant (2009 – 2012). NIDA (pending) project entitled, “A School-Based Mindfulness Intervention for Urban Youth”, PI: Tamar Mendelson, Dept. of Mental Health, Johns Hopkins Bloomberg School of Public Health, Baltimore, MD
• Consultant (2009 – 2014). NIMH R21 MH085898-01 project entitled, “Training Executive, Attention, and Motor Skills (TEAMS): Preliminary Studies,” PI Jeffrey Halperin, Queens College, NY
• Consultant (2005- Present). NIH Program Project Grant on arousal-mediated attention in infants and young children, PI: Judith Gardner, NYS Institute for Basic Research in Developmental Disabilities, Staten Island, NY
• Consultant, NIH application to study whether children of mothers with lupus display abnormalities of cortical function, PI: Gail Ross, Assoc. Prof., Pediatrics, Weill Cornell Medical College, Cornell
• Consultant, NIH Program Project application, “Center for the Translational Neuroscience of Developmental Nicotine Exposure,” PI: Leslie Jacobson, MD, Associate Professor, Psychiatry and Pediatrics, Yale University School of Medicine
• Consultant (2002 - present). NIH application on HPA & PFC functioning in foster children, PI: Mary Dozier, Dept. of Psychology, University of Delaware
  Consultant (2000 - present). NIH R01 DA-06025 on prenatal cocaine exposure in 425 middle-school-aged children followed longitudinally since birth, PI: Linda Mayes, Yale Univ. Sch of Medicine
• Consultant (1997-2001). 3 NIH grants on Autism: PIs: Geraldine Dawson, Dept. of Psychology, Univ. of Washington; Patricia Rodier, Dept. of Obstetrics-Gynecology, Univ. of Rochester Medical Center; Helen Tager-Flusberg, Dept. of Behavioral Sciences, Shriver Center
• Consultant (1996-2000). NIH grant on Fragile X, awarded to Michelle Mazzocco, Behavioral Neurogenetics and Neuroimaging, Kennedy Krieger Institute, Johns Hopkins University
• Consultant (1996-2000). NIH grant on the effect of PCB exposure on cognitive development, awarded to Joseph and Sandra Jacobson, Dept. of Psychology, Wayne State University
  .

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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:

• 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.
• August, 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 necessarily. I have provided 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:

2010:

• Christine Coughlin, PhD Student, Dept. of Psychology & Centre for Mind and Brain, UC-Davis, 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, the 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 EF and academic achievement in primary school with focus on challenged children.
• Brian M. Galla, PhD Student, School of Ed. & Information Studies, UC-Los Angeles, for examining the effectiveness of mindfulness training in promoting EF 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 Univ., 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.
• Annika Melinder, Director & Associate Prof., Cognitive Developmental Research Unit (EKIP), Univ. of Oslo, Norway, for investigating interventions aimed at facilitating cognitive development in preschool children at risk.
• 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 EF development in 4-year-old, low SES children.
• Paul Skirrow, 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 University, College Station, 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., Alabama, 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, 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, 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, for assessing executive functions in the GECKO Project (Gene Expression Collaborative for Kids Only)
• Lex Wijnroks, Senior Lecturer and Researcher, Utrecht University, The 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, 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, 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, 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, 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., 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), NYC, 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., 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, Johns Hopkins Univ. School of Public Health, Baltimore, MD, for evaluating the impact of a 12-week school-based yoga program on executive functions 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., UCLA, 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, 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, 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, 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, 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, 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, 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, for use in an Alzheimer’s Disease clinical trial.
• Gail Ross, Assoc. Prof., Pediatrics, Weill Cornell Medical College, 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, 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., 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., 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, 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, 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, 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, Univ. of California, Los Angeles, 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., 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, 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, 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 - 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, 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, 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, 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, for a study on the effects of sleep restriction in children.
• Karin Brocki, PhD, Developmental Imaging-Genetics, Mt. Sinai Sch. of Medicine, NYC, 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, 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., Phila., 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, Quebec, 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, to investigate the effect of in-school mindfulness training on the development of social-emotional and cognitive regulation in school-age children.

2007:

• Rivka Lifshitz, PhD student, Dept. of Education, Bar-Ilan Univ., Israel, for doctoral research on cognitive performance on the Day-Night task.
• Jonathan Schooler, Ph.D., Dept. of Psychology, UBC, Vancouver, for studies on mindwandering in ADHD children.
• Helen Neville, Ph.D., Brain Development Lab, Univ. of Oregon, Eugene, OR, for studies of cognitive development in 3 - 20 year-olds and in intervention studies with young children.
• Lynn Nadel, Ph.D. and Jamie Edgin, Ph.D., Dept. of Psychology, Univ. of Arizona, Tucson, AZ, for a study on prefrontal cognitive development in children with down syndrome.
• Isabelle Amado, M.D., Marie Odile, Ph.D., & Térèse Jay, INSERM French Unit, Hospital Sainte Anne, Paris, France, for a study on ADHD, the prodromal symptoms of psychosis, and infants with pervasive development disorders.
• Masa Vidmar, PhD student, Educational Research Institute, Ljubljana, Slovenia, for a study on the precursors of prosocial behavior and academic achievements in first years of schooling.
• Amishi Jha, Ph.D., Univ. of Penn., Philadelphia, for an outcome evaluation study of the effects on student outcomes of training school teachers in mindfulness and stress-reduction techniques.
• Tracy Dennis, Ph.D., Hunter College, New York, NY, for a study tracking the development of mood and anxiety symptoms in typically-developing children as a function of both neural (ERP) and behavioral measures of emotion-regulation and dysregulation.
• Lisa Collis, PhD student, Sch. of Psychology, Univ. of Birmingham, for a study on behavioral, cognitive, & emotional changes with age in more-able people with Cornelia de Lange syndrome.
• Jeff Drayer, PhD student, Boston Univ., Boston, MA, for a study on the executive function profiles of preschool children with autism.
• Elina Mainela-Arnold, Ph.D., Communication Sciences and Disorders, Penn State Univ., to investi-gate processes of attention, inhibition, & competition in children w/ specific language impairment.
• Linda LaGasse Ph.D, Brown Center for the Study of Children at Risk, Women & Infants Hospital, Providence, RI, for a longitudinal, multi-site study of prenatal metamphetamine exposure and child outcome
• Philip Zelazo, Ph.D., Institute of Child Development, Univ. of Minnesota, Minneapolis, MN, for the NIH Toolbox project to come up with open-access, public-domain executive function measures that all NIH researchers might agree to use
• Akram Ahangi, Masters student, Iran, for a study of Color/Object interference in Iranian children.
• Karin Brocki, Ph.D., Dev.al Imaging-Genetics, Mt. Sinai Sch. of Medicine, NYC, to investigate ADHD children’s performance on dopamine-dependent & dopamine-independent tasks
• Tugay Yilyasoglu, Masters student, Bogazici Univ., Istanbul, Turkey, for a study comparing inhibitory control & theory of mind in 3½- and 4½-year-old bilingual & monolingual children.
• Nick Zill, Westat Inc., for a study on which measures in executive functions will be used to try to predict school and academic achievement outcomes.
• Beate Sodian, Munich Center for Neurosciences-Brain & Mind, Munich, for a study on infant social cognitive development.

2006:

• Clancy Blair, Ph.D., Penn. State Univ., PA, for the development of a comprehensive executive functions battery for 3-5 year olds
• Anna Bodner, PhD student, Illinois State Univ., IL, for a study on effortful control and young children’s emotional responses to competitive tasks.
• Kim Cornish, Ph.D., and Shohreh Rezazadeh, PhD student, McGill Univ., Montreal, Quebec, for a study on the developmental trajectory of inhibition in typically developing boys.
• Doron Gothelf, M.D., Tel Aviv Univ., Israel, for a study of executive function in children with velocardiofacial syndrome (22q11.2 deletion syndrome).
• Ari Stevens, PhD student, Seattle Pacific Univ., Seattle, WA, for a study on social problem-solving and executive functioning (particularly cognitive flexibility) in preschoolers.
• Bev Wilson, Ph.D., Seattle Pacific Univ., Seattle, WA, for a measure of executive functioning in low-income children 4½ to 5½ years-old in the Seattle Head Start preschool program.
• Filipa Carrejolo, PhD student, Univ. of Coimbra, Portugal, for a study on effects of maltreatment inhibitory control and hyper-vigilance in Portuguese children.
• Marian Verhallen, Ph.D., Leiden Univ., Leiden, Netherlands, for a study on executive functions and emergent reading abilities in young children.
• Jeffrey Titus, Ph.D., St. Louis Children's Hospital/Washington Univ. Sch. of Medicine, St. Louis, for executive function evaluations in a study of cognitive, academic, behavioral, and emotional problems associated with medical and neurologic disorders.
• Pratibha Reebye, D.P.M., UBC, Vancouver for a study on self-regulation in infants.
  Pritha Mukhopadhyay, Ph.D., Univ. of Calcutta, India.
• Bill Utendale, M.A., Concordia Univ., Montreal, Quebec, for a study of the developmental trajectories of aggressive and non-aggressive children.
• Grazyna Kochanska, Univ. of Iowa , Iowa City, IA, for the development of public domain battery of executive functions.

2005:

• V.R. Brewer, Ph.D., Le Bonheur Children’s Medical Center, Univ. of Tennessee, for studies of children with a wide range of disorders including epilepsy and TBI.
• Joan Luby, MD, Washington Univ., St. Louis, for an NIH-funded study of depressive symptoms in preschool-age children.
• Sebastian Lipina , Ph.D., Program on Applied Neurobiology, Fundacion Conectar, Buenos Aires, Argentina, for studies of executive function in children with neurological disorders and children from different socioeconomic levels.
• Heidi Kiefer, Centre for Addiction and Mental Health, Toronto, ON, for studies on the relation between temperament (behaviorally inhibited to behaviorally uninhibited/ aggressive) and genetics.
• Karen Toth, Autism Center, Univ. of Washington, Seattle, WA, for consultation on our tasks for a study involving autistic and non-autistic children 18-24 month olds.
• Bill Utendale, Concordia Univ., Montreal, Quebec for a longitudinal study of childhood aggression.
• Karen James, Indiana Univ., for functional neuroimaging (fMRI) studies with children.

2004:

• Margaret Fuchs, Ph.D. student, Seattle Pacific Univ., for a study of the role of executive function in the development of social competence in first-graders.
• Sharon Williams, Ass’t. Prof., Child & Adolescent Psychiatry & Child Development, Stanford Univ. School of Medicine, for a study of sequelae of head injuries in school-age children.
• Anca Domuta, Department of Psychology, Babes-Bolyai Univ., Cluj Napoca, Romania, for assessing ADHD preschoolers.
• Mark Feinberg, Director, Prevention Research Center, Pennsylvania State Univ., for an intervention trial collecting indicators of executive function in children 12-14 months old.
• Karen Toth & Prof. Geraldine Dawson, Autism Center, Univ. of Washington, Seattle, WA, for a study involving autistic and non-autistic children 18-24 month olds.
• Sandra Jacobson, Prof., Dept. of Psychiatry & Behavioral Neurosciences, Wayne State Univ., Detroit, MI, for a follow-up study of alcohol-exposed children in Cape Town, South Africa
• Jennifer Martin & Prof. Nathan Fox, Univ. of Maryland, for their study of institutionalized children in Romania

2003:

• Profs. Lynn & Doug Fuchs, Department of Special Education, Vanderbilt Univ., Nashville, TN, for assessments of first-grade students, ages 7-8.
• Dr. Judy Gardner, NYS Institute for Basic Research in Developmental Disabilities, Staten Island, NY, for her Program Project Grant on early arousal and attention to look at inhibitory function in 5-7 year old children.
• Katja Hülser, doctoral student with Prof. Schölmerich , Fakultät für Psychologie, Ruhr-Universität Bochum, Germany, to study the development of children 2 to 6 years of age with congenital heart defects after deep hypothermic surgery in their first year of life.
• Prof. Matthew Speltz, Clinical Director, Child & Adolescent Outpatient Psychiatry, Children’s Hospital & Regional Medical Center, Seattle WA,, & Dept. of Psychiatry & Behavioral Sciences, Univ. of Washington School of Medicine, Seattle, for a study of children, 0-3 years of age, with various single-suture craniosynostoses.
• Prof. Margaret Bendersky, Associate Director, Institute for the Study of Child Development, New Brunswick, NJ, for fMRI studies of executive control in 10-year-old children.
• Prof. Geraldine Dawson, Univ. of Washington Autism Center, Seattle, for a study of 9-year-old children with autism, both high and low functioning.
• Lucy Cragg, an undergraduate at Oxford Univ., England, to study executive function in children.

2002:

• Judy Auerbach, Prof. of Psychology, Ben-Gurion Univ., Beer-Sheva, Israel, for follow-up assessments of infants at risk for ADHD.
• Mary Dozier, Assoc. Prof. of Psychology, Univ. of Delaware, for studies of HPA & PFC functioning in foster children.
• Krestin Radonovich, Post-doctoral Fellow, Division of Child and Adolescent Psychiatry, Johns Hopkins School of Medicine, to assess developmental progressions of children with different subtypes of ADHD
• Anne-Claire Beernick, Ph.D. student, Univ. Medical Center Utrecht, Netherlands, met with her to review her videotapes of A-not-B & object retrieval testing
• Dante Cichetti, Director & Prof., Mt. Hope Family Center, Univ. of Rochester, Rochester, NY, for his analyses of Flat-Fist-Edge & Simultaneous Switch data
• Tony Simon, Assistant Prof., Children's Hospital of Philadelphia, Univ. of Pennsylvania, Phila., for study of executive function/psychopathology & COMT allele status in a 22q population

2001:

• Geraldine Dawson, Director, Autism Research Program Project, Univ. of Washington, Seattle, to study ventro- & dorsolateral prefrontal function in children with autism & mental retardation.
• Keri Nasdeo, graduate student, Bucknell Univ., Lewisburg, PA, to assess the impact of the PATHS program on impulsivity and self-control in kindergarten children.
• Sandra Lou, UCLA, to assess working memory as part of a neurocognitive battery for a large study of ADHD in Finland
• Michael Abrams, fMRI Manager, Developmental Cognitive Neurology, Kennedy Krieger Inst., Johns Hopkins, for neuroimaging studies of inhibitory control in normal children.
• Dafna Knittel-Keren, Div. of Clinical Pharmacology, Hospital for Sick Children, Toronto, Canada, for use in her study of object concept development in children whose mothers were occupationally exposed to organic solvents during pregnancy.
• Dalit Himmelfarg, Graduate Student, Child Development Lab, Dept. of Human Development, Univ. of Maryland, to study source memory, frontal lobe functioning, and ERPs in 4-year-old children.
• Lili Senman, Graduate Student, York Univ., Toronto, Ontario, Canada, to study inhibition of attention and theory of mind tasks in 3, 4, and 5 year olds.
• Linda Ewing-Cobbs, Assoc. Prof. of Pediatrics, Univ. of Texas Houston Health Science Center, for use with children with traumatic head injuries.
• Jaswinder Ghuman, M.D., Kennedy Krieger Inst., Baltimore, MD, for his study assessing DSM IV ADHD symptoms in preschool children with PDD/Autism.
• Bruce Pennington, Univ. of Denver, to assess prefrontal cognitive functions in his Down Syndrome project.
• Tony Simon, Children’s Hospital of Philadelphia, Philadelphia, PA, to investigate the COMT gene deletion in the 22q11.2 population as a possible basis for frontal cortex dysfunction.
• Emily Siegel, graduate student, Div. of Human Nutrition, Johns Hopkins Sch of Hygiene & Public Health, Baltimore, MD, to investigate the effect of zinc and iron supplementation on cognitive function in Nepali infants and children in Africa.
• Phillippe Robaey, M.D., Ph.D., Prof. of Psychiatry, Research Center of Ste. Justine Hospital, Montreal, Quebec, for his study of the effect of an early intervention on mother-child interaction in premature infants.
• Celene Domitrovich, Ass’t. Director, Penn State Prevention Resource Center, Univ. Park, PA, for an evaluation of a preschool version of the PATHS curriculum.
• Diane St-Laurent, Ph.D., Dept. of Psychology, Univ. of Quebec, Canada, to study cognitive development in maltreated children.

2000:

• Caroline Zanni-Dansereau, Ph.D. student, McGill Univ., Montreal, Quebec, Canada, to study attention difficulties in children of 5-6 years old.
• Sebastian Lipina, National Research Council, Buenos Aires, Argentina, for evaluating executive functions in children 3-5 years old from middle and lower socio-economic classes.
• Ronald Seifer, Brown Univ. Sch. of Medicine, & Melissa Duncan Fallone, Infant Development Center, Providence, RI, for the Maternal Lifestyle Study, an NICHD and NIDA funded multi-site project investigating the effects of in utero cocaine and opiate exposure on the neurodevelopmental outcomes of 1400 children.
• Prof. Miriam Levav, Bar-Ilan Univ., Israel, for a large, planned national study of children born prematurely.
• Drs. Patricio Peirano & Cecilia Algarín, Laboratorio de Neurofisiologia, Universidad de Chile, Santiago, Chile, for their investigation of the effects of iron deficiency on children’s cognitive development.
• Rachel Peters, Ph.D. student with Clancy Blair, Pennsylvania State Univ., University Park, PA, for a set of executive function measures to include in an assessment of Head Start preschoolers
• Prof. Jeffrey Halperin, Queens College/CUNY, Flushing, NY, for his study of children 7 - 11 years old who have ADHD, reading disability, or both, and his study using fMRI to study adolescents who were previously diagnosed as ADHD.

1999-2000:

• Dr. Peter Lewinsohn, Becky Lamoureux, & Patti Bear, Oregon Research Institute, Eugene, OR, to study infants of depressed mothers
• Profs. Michael Lewis & Margaret Bendersky, Inst. for the Study of Child Development, UMDNJ-Robert Wood Johnson Med. Sch., New Brunswick, NJ, for their longitudinal study of 300 children who were exposed to cocaine in utero.
• Profs. Dante Cicchetti, Sheree Toth, & Fred Rogosch, Mt. Hope Family Center, Univ. of Rochester, Rochester, NY, for their longitudinal study of maltreated infants.

1999:

• Prof. Kimberly Andrews Espy, Southern Illinois Univ. Sch. of Medicine, Carbondale, Illinois,
• to study the development of executive function abilities in toddlers and preschool children.
• Prof. Cindy Stifter, Penn State Univ., College Park, PA, to integrate work on executive function/ frontal lobe functioning into their emotion regulation conceptual framework.
• Caroline Roncadin, Ph.D. student with Maureen Dennis, Univ. of Toronto, Canada, for research on working memory and inhibition in children who have sustained a closed head injury.
• Anna Bullock Drummey, Postdoctoral Fellow with Prof. Nathan A. Fox, Univ. of Maryland, College Park, MD, for their behavioral and EEG investigation of which frontal lobe competencies may be related to the regulation of negative affect

1995-1996:

• Betsy Lozoff, Center for Human Growth and Development, Univ. of Michigan, Ann Arbor, for studies in Chile on the effects of iron deficiency on neuromaturation.
• Katie Alcock, Partnership for Child Development, Oxford Univ., Oxford, UK, for work in Tanzania on the cognitive effects of parasitic infections

1995:

• Julie Quamma, Univ. of Washington, Seattle, for use with maltreated preschoolers.
• Michele Mazzocco & Lisa Freund, Kennedy Krieger Institute, Johns Hopkins Univ., for use with young males with Fragile X.

1994:

• Dante Cicchetti, Univ. of Rochester, NY, for use with maltreated children.
• Sandra Jacobson, Wayne State Univ., Detroit, MI, for use with children exposed to environmental toxins, such as PCBs, and alcohol and cocaine
• Matthew Speltz, Univ. of Washington, Seattle, WA, for use with preschool boys who have conduct disorders
• Agnes Schuler, Nat'l. Pediatric Inst., Budapest, Hungary, for use with PKU children
• Bruce Pennington & Elizabeth Griffith, Univ. of Denver, CO, for use with autistic preschoolers and those who are developmentally delayed

1993-1994:

• Geraldine Dawson & Andrew Meltzoff, Univ. of Washington, Seattle, for their studies on autism

1993:

• Warren Eaton, Univ. of Manitoba, Winnipeg, Canada, for his studies with preschool children
• Helen Tager-Flusberg, Univ. of Massachusetts, Boston, for her studies with autistic and Williams Syndrome children
• Tatiana Strogonova, Inst. of Brain Research, Moscow, Russia, for her studies of neuropsychological correlates of maturational changes in EEG activity
• David Shucard & Ellen Banks, SUNY at Buffalo, Buffalo, NY, for their studies of neurophysiological (ERP) measures of cognitive functions
• Douglas Ris & Wes Houston, Children's Hospital Medical Center, Cincinnati, OH, for their investigation of the efficacy of Ritalin for children with treated PKU

1990-1994:

• Nathan Fox, Univ. of Maryland, College Park, MD, for his research on electro-physiological indices of frontal lobe development in infants

1990:

• Penny Glass, Children's Hospital NMC, Washington, DC, for use in her studies aimed at characterizing the developmental disabilities in ECMO infants and children

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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Awards

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Media Coverage

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Invited Talks and Conference Presentations

Conference Participation as an Organizer

Conference Organizer, “Brain Development and Learning: Making Sense of the Science,” Vancouver, BC, 2008 themes: Stress and Prefrontal Cortex, July 12-15, 2008

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

Conference Co-Organizer, Brain Development and Learning: Making Sense of the Science, Vancouver, BC, 2006

Conference Organizer, Development and Neural Bases of Higher Cognitive Functions, Philadelphia, PA, 1989

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.

Organizer & Chair of Symposium, Developmental Cognitive Neuroscience, Cognitive Neuroscience Society Annual Meeting, 2000.

Organizer & Chair of Symposium, Neuroscience Implications of Inborn Errors of Metabolism, Society for Neuroscience Annual Meeting, 1994.

Conference Participation: Keynotes and Addresses, Workshops, and Invited Talks

Diamond, A. (to be presented, Apr. 23-28, 2012). Title: tba. Invited speaker, 3rd UK Paediatric Neuropsychology Symposium, London, UK

Diamond, A. (to be presented Oct 21-22, 2011). Title: tba. Invited speaker, 37th Minnesota Symposium on Child Psychology, Minneapolis, MN

Diamond, A. (to be presented May 22-23, 2011). Title: tba. Invited speaker, 22nd Boston Trauma Conference, Boston, MA

Diamond, A. (to be presented May 19, 2011). Title: tba. Invited speaker, UBC Psychiatry Program Discussion Series, Vancouver, BC

Diamond, A. (to be presented Apr. 20, 2011). Title: tba. Invited speaker, BC Neuropsychiatry Program Grand Rounds, Vancouver, BC

Diamond, A. (to be presented Apr. 1-2, 2011). Title: tba. Invited speaker, “Lunch with the Leaders” session, Biennial Meeting of the Society for Research in Child Development, Montreal, QC

Diamond, A. (to be presented Mar. 4, 2011). Title: tba. Keynote speaker, The Roeper School, Bloomfield Hills, MI

Diamond, A. (to be presented Mar. 3, 2011).Title: tba. Invited speaker, Pickering Lecture in Development Psychology, Carleton University, Ottawa, ON

Diamond, A. (to be presented Dec 21-24, 2010). Title: tba. Invited talk, Science-Buddhism Conference, sponsored by Namgyal Institute of Tibetology at the advice of H.H. the Dalai Lama, Gangtok, India.

Diamond, A. (to be presented Dec 14, 2010). Title: tba. Invited talk, Brains and Behaviors Program, Georgia State University, Atlanta, GA. Continuing Education credits provided.

Diamond, A. (to be presented Nov. 19, 2010). Title: tba. Invited keynote address, 3rd Annual Josephine Mills Research Awards Dinner, Down Syndrome Research Foundation, Burnaby, BC

Diamond, A. (to be presented 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. (to be presented 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. (to be presented Nov. 6, 2010). Title: tba. Invited speaker, BODY WORLDS & The Brain exhibit at Science World, Vancouver, BC

Diamond, A. (to be presented Nov. 4, 2010). Title: tba. Invited plenary address, Making Connections Conference organized by UBC School Psychology Program, Richmond, BC

Diamond, A. (to be presented Oct. 21-23, 2010). Executive functions in children and youth: How can we support children’s emerging problem-solving and self-control abilities? Invited talk, Conference on Childhood and Society, Bregenz, Austria.

Diamond, A. (to be presented Oct.18-20, 2010). Title: tba. Invited lecture, Center for Lifespan Psychology Lecture Series, Max Planck Institute for Human Development, Berlin, Germany.

Diamond, A. (to be presented Sep. 22, 2010). Executive functions and prefrontal cortex: Genetic and neurochemical influences, clinical implications, and possible interventions to help. Invited lecture, Annual Jane Holmes Bernstein lecture in developmental neuropsychology, Psychiatry Grand Rounds, Children’s Hospital, Boston, MA

Diamond, A. (to be presented Sep. 17, 2010). Title: tba. Invited 2-hour applied talk on neuropsychology for FRIENDS program trainers (a universal anxiety prevention program), Ministry for Child & Family Development, Vancouver, BC

Diamond, A. (to be presented Sep.11, 2010). Title: tba. Invited speaker, Workshop on the Computational Properties of the Prefrontal Cortex (PFC), Whistler, BC

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: http://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, New York.

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

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 workshop, NIDA Workshop on “Interventions Targeted at Improving Cognitive Control,” Rockville, MD. Continuing Education credits provided.

Diamond, A. (Apr. 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. (Apr. 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.

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

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

Diamond, A. (Mar, 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. (Mar . 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: http://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: http://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

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). The role of life experiences in the development of personality and human capital. Invited talk, Conference on Cultivating Human Capital, University of Chicago

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.

Diamond, A. (Nov. 13, 2009). Cognitive control and self-regulation in young children: Ways to improve that and why. Keynote address at 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: http://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.

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). First call: Ensuring 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. (October 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. ( September 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.

Diamond, A. (September 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.

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

Diamond, A. (September 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. 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. 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: http://www.youtube.com/watch?v=CXgToTwPhNU

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.

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.

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.

Diamond, A. (May 8, 2009). Practical relevance of what we know about genetic and environmental influences on prefrontal cortex. Invited keynote address, 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. (Apr. 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 in Dharamsala, India.

Munro, S., & Diamond, A. (Apr. 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, Denver, CO.

Munro, S., & Diamond, A. (Apr. 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. (Mar. 30, 2009). Invited short talk, Board of Director’s Reception, Canada Foundation for Innovation (CFI). Vancouver, BC.

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

Diamond, A (March 25, 2009). Parents, play, and the brain. Invited keynote speaker 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. (Mar. 18, 2009). Frontal lobe and executive function. Invited lecture in Neuroscience Graduate Course (501) in Module 4: Disorders of Cognition, Communication & Emotion, UBC.

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.

Diamond, A. (July 15, 2008). Cognitive Control in Young Children and Ways to Improve It. 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” in 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, D.C.

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 Support Services, Vancouver, BC. Continuing Education Credits provided.

Diamond, A. (Mar. 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

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.  Keynote Address, Opening of the Academic Year, University of Maastricht, Netherlands. 

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. (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 at HELP Workshop on Innovative Assessment Practices – Supporting Families and Community, Vancouver, BC.

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

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-Regulation 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. (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. (Mar. 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. (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, 2005). Cognitive Flexibility: Its Development and its Modulation by Genes and Environment. Invited Presentation at Conference on Advances in Developmental Cognitive Neuroscience. Amsterdam, NE. (April 27-29)
view online: http://users.fmg.uva.nl/mhuizinga/workshop.htm

Diamond, A. (April, 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, Georgia (April 3-4).

Diamond, A. (March, 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. ( March 19-20, 2005)

Diamond, A. (Feb., 2005). Prefrontal Cortex and Neurodevelopmental Disorders. Invited address at the International Neuropsychological Society Annual Meeting, St. Louis, MO.

Diamond, A. (March, 2004). The Development of Prefrontal Cortex and Executive Control Functions: Genetic, Biochemical, and Environmental Modulation. Invited Plenary Address, Annual Research Day, Department of Psychiatry, University of British Columbia Medical School, Vancouver, BC.

Diamond, A. (March, 2004). Assessing Inhibitory Control and Cognitive Flexibility during Early Childhood. Invited Address at Meeting on “Emerging Self-Regulation: The Measurement of Executive Function during Early Childhood.” Penn. State Univ., State College, PA.

Diamond, A. (June, 2003). Development, and neurochemical modulation, of inhibition and cognitive flexibility. Invited talk at NIH (NINDS, NIMH, NIDA, NIA and NIAAA) interagency Meeting (Satellite Meeting of 2003 Human Brain Mapping) on Executive Function, New York City, NY.

Diamond, A. (Mar., 2003). Invited address, Perspectives on Motor and Cognitive Development, Annual Conference on the Movement Sciences, Teachers College, Columbia University, NYC.

Diamond, A. (Dec., 2002). Development of executive functions. Opening Keynote Address for Conference on Cognitive Development and Learning Impairment: "Développement cognitif et troubles des apprentissages: Evaluer, comprendre, rééduquer et prendre en charge," Strasbourg, France.

Diamond, A. (Dec, 2002). Interdisciplinary ; Inclusive ; Community.  Invited Address to the Peter Wall Institute of Advanced Studies, UBC, Vancouver, BC, Canada.

Diamond, A. (June, 2002). Development of motor systems: Role in motor and cognitive development. Invited presentation at the International Meeting of Developmental Neurology, Groningen, Netherlands.

Diamond, A. (May, 2002). Vision matures earlier than cognition: Importance of early initiation of dietary treatment for PKU. Invited presentation at International Meeting on "PKU: Brain-Behavior Sequelae," Amsterdam, Netherlands.

Diamond, A. (Feb., 2002). The neuropsychology of treated PKU. Invited Workshop at the International Neuropsychological Society Annual Meeting, Toronto, Canada.

Diamond, A. (Feb., 2002). Prefrontal cortex & early cognitive development: Development of “cognitive flexibility” needed to overcome “attentional inertia.” Invited presentation at the American Association for the Advancement of Science (AAAS) Annual Meeting, in Symposium on “The Prefrontal Cortex and Cognition: New Insights into Willful Behavior,” chaired by Earl Miller, Boston, MA.

Diamond, A. (June, 2001). Infants’ understanding of the concept of contiguity and of the relation between stimulus and reward. Invited presentation at conference on “Foundations of Human Knowledge Acquisition: New Evidence from Infant Research and Neuroscience,” Hanse Institute, Delmenhorst, Germany.

Diamond, A. (2001). Brain-behavior relationships in cognitive development. Invited talk at Intercampus Neuroscience Symposium, University of Massachusetts, at the Brudnick Neuropsychiatric Institute, UMass Medical School, Worcester, MA, June 2001.

Diamond, A. (2001). Prefrontal cortex involvement in normal development and in developmental disorders. Invited lecture presented at "Nelson Butters' West Coast Neuropsychology Conference," San Diego, CA, April 2001.

Diamond, A. (2001). The relation of intention to action: Prefrontal cortex and early cognitive development. Invited Keynote Address presented in “The Developing Child: Brain and Behavior” symposium series co-sponsored by the Erikson Institute and the University of Chicago, Chicago, IL, April 2001.

Diamond, A. (2000). A tale of two differences: Working memory vs. inhibition; dorsolateral vs. ventrolateral prefrontal cortex. Invited presentation at the invited symposium on "Use of Imaging Techniques in Developmental Research," International Society for Developmental Psychobiology Annual Meeting, New Orleans, LA, November.

Diamond, A. (2000). Executive functions: Their development and neural basis. Invited presentation at the NIAAA Workshop on “Cognitive Rehabilitation of Chronic Alcoholics and Children at Risk,” Georgetown, MD, 19 October 2000.

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. (2000). Relation between intention and action during early development. Invited Plenary Address to the ZERO TO THREE Leadership Development Initiative, New Orleans, LA, 12 October 2000.

Diamond, A. (2000). Prefrontal cortex and early cognitive development. Invitational Address, 42 nd Congress of the German Psychological Society, Jena, Germany, 24 Sept. 2000.

Diamond, A. (2000). The prefrontal dopamine system: Human development, cognitive functions, dissociations, and sex differences. Invited keynote address at NIDA Meeting on “Pediatric Neuroimaging and Drug Research,” 31 May 2000, Rockville, MD.

Diamond, A. (2000). Different neural mechanisms and different developmental timetables for the working memory and inhibitory control abilities associated with dorsolateral prefrontal cortex. Invited presentation at Conference on “The Relation of Prefrontal Cortex Development to Children’s Cognitive and Social Behavior,” May, Philadelphia, PA.

Diamond, A. (2000). When different functions dependent on the frontal lobes come on-line, and how they interact during development. Invited presentation at the Rotman Research Institute Conference on "The Frontal Lobes 2000." March, Toronto, Canada.

Diamond, A. (2000). The neural basis of some of the cognitive advances early in life.Invited Keynote Address at the Annual Retreat of the Zlotowski Center for Neuroscience, Ben Gurion University, held in Ma’ale Hamisha, Israel, February.

Diamond, A. (June, 1999). Selective effects on the dopamine systems in prefrontal cortex and the retina in children treated early and continuously for PKU. Invited presentation at 4th Meeting of the International Society for Neonatal Screening, Stockholm, Sweden.

Diamond, A. (1999). Development of cognitive functions linked to prefrontal cortex. Invited presentation at the Johnson & Johnson Pediatric Round Table: The Role of Early Experience in Infant Development, Palm Beach, FL, January.

Diamond, A. (1998). Current issues in the development of frontal lobe functions. Invited presentation at “Workshop on Executive Control and the Frontal Lobe,” Hanse Institute for Advanced Study, Delmenhorst, Germany, Nov.

Diamond, A. (1998). Cognitive neuroscience issues to consider when developing or interpreting assessments of competencies. Invited presentation to the Board on Behavioral, Cognitive, and Sensory Sciences, Commission on Behavioral and Social Sciences and Education, National Research Council, National Academy of Sciences, Washington D.C., August.

Diamond, A. (1998). Principles and findings concerning the neural basis of cognitive development of potential relevance to the legal profession. Invited presentation at the 7th Annual Gruter Institute Conference: "Neurobiology, Human Behavior, and the Law," Squaw Valley, CA, June 17-20

Diamond, A. (1998). Dopamine alterations and their effects on neuropsychological testing. Invited talk at the Society for Inherited Metabolic Disorders, Asilomar, CA, March 16.

Diamond, A. (1996). The neural bases for some of the cognitive developmental changes observed by Piaget. Invited address at the Conference L'Evolution de la Pensee, on the Centennial of Birth of Jean Piaget, Sept. 9-12, Geneva, Switzerland.

Diamond, A. (1996). Prefrontal cortex function in young children. Invited address at the American Psychological Association Annual Meeting (Division 40: Clinical Neuropsychology), August 9-13, Toronto, Canada.

Diamond, A. (1996). Frontal lobe function in PKU. Invited presentation, Wiley-Liss Symposium on "Brain Development" at the Teratology Society Annual Meeting, June 22-27, Keystone, CO.

Diamond, A. (1996). Deficits in the cognitive abilities dependent upon prefrontal cortex in children treated early and continuously for phenylketonuria (PKU). Invited presentation at the Royal Society meeting, "Executive and Cognitive Functions of the Prefrontal Cortex," March 27-28, London, UK.

Diamond, A. (1995). The "PKU mouse." Invited presentation at NICHD conference, "Animal models for the study of mental retardation." Sept. 21-22, Bethesda, MD.

Diamond, A. (1995). Prefrontal involvement in treated phenylketonuria. Invited presentation in the Advanced Course in Pædiatric Epilepsy, Institute for Child Health, University of London, June 1995, London, England.

1995 - Master Lecture at SRCD

Diamond, A. (1994). Prefrontal cortex functions early in childhood: Anatomical, neurochemical, and behavioral evidence. Invited presentation at NICHD conference, "The prefrontal cortex: Evolution, neurobiology, and behavioral development." Sept. 19-20, Rockville, MD.

Diamond, A. (1994). Nature and causes of cognitive deficits in phenyl­ketonuria (PKU) even with dietary treatment: Longitudinal study & animal model. Phenylketonuria Symposium, May, Elsinore, Denmark. Invited presentation.

Diamond, A. (1994). Early-treated PKU: Deficits in cognition and vision, and why. Biennial Conference on Human Development, April, Pittsburgh, PA. Invited Address.

Diamond, A. (1988a). Involvement of prefrontal cortex in cognitive changes during the first year of life. International Conference on Infant Studies, April, Washington, D. C. Invited address.

Conference Participation other than Organizer

Munro, S., & Diamond, A. (Apr. 3, 2009). Developing Executive Function skills for school success in preschoolers. To be 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, Denver, CO.

Munro, S., & Diamond, A. (Apr. 2, 2009). Outcome of a Vygotskian approach to improving Executive Functions in preschoolers. To be 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. (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.

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

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

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

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. (April 14, 2008). Differential Difficulty of Inhibitory Control and Memory Load at Different Periods of Life. To be presented in a Symposium on “ The rise and fall of cognitive control: Lifespan development” at the Cognitive Neuroscience Society Annual Meeting, San Francisco, CA.

Diamond, A. (Mar. 3, 2008). Helping children masters their own behavior: A preschool curriculum that improves cognitive control. Invited Presentation at the “Brains R’ Us: The Science of Educating” Special Town Hall Forum, Salk Institute, La Jolla, CA.

Diamond, A. (Nov., 2007). The Development, Neural Basis, & Techniques for Assessment of Self-Regulation (Executive Functions) — What Early Childhood Educators Should Know. To be presented at National Association for the Education of Young Children (NAEYC) Annual Meeting, Chicago, IL.

Diamond, A. (July 2, 2007). Novel Methods for Improving and Assessing Executive Functions in Young Children. To be 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.

Diamond, A. & Ashton, C. (accepted for presentation May 30, 2007). Development of a Social ‘Simon’ Effect. To be 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,” at the Jean Piaget Society Annual Meeting, Amsterdam, Netherlands.

Diamond, A. (accepted for presentation for May 8, 2007). Teaching Cognitive Control & Emotional Self-Regulation to Preschoolers and Assessing its Benefits. To be presented in a Symposium on “Implications of Cognitive Neuroscience for Education,” Cognitive Neuroscience Society Annual Meeting, NYC.

Diamond, A., Leong, D., & Bodrova, E. (accepted for presentation for Mar 31, 2007). Helping Children Become Masters of their Own Behavior: A Preschool Curriculum that Improves Executive Functions. To be presented in a Symposium entitled, “Promoting the Development of Self-Regulation in Young Children Through Innovative Curricula and Teacher Interactions,” at the Biennial Meeting of the Society for Research in Child Development, March, Boston, MA.

Feng, X., Bialystok, E., & Diamond A. (accepted for presentation Mar 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. ( August 20, 2006). ADD (ADHD without hyperactivity), is a Neurobiologically & Behaviorally Distinct Disorder from ADHD (with hyperactivity). Presented in the Brain Development and Learning” Making Sense of the Science Conference, Vancouver, BC.

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. & Adele Diamond ( April 9, 2006). Dramatically Larger Flanker Effects (6-fold elevation). Presented at the Cognitive Neuroscience Society Annual Meeting, San Francisco, CA, April 8-11, 2006.

Feng, X., Diamond, A., & Bialystok, E. ( Oct. 22, 2005). Executive functions in monolingual and bilingual children: Separating working memory and inhibitory control." Presented at the Biennial Meeting of the Cognitive Development Society, San Diego, CA.

Diamond, A. (July, 2004). The Development of Prefrontal Cortex and Executive Control Functions: Genetic, Biochemical, and Environmental Modulation. Invited Workshop at joint INS/ASSBI conference, Brisbane, Australia.

Diamond, A. (April, 2004). Insights into Executive Functions and the Development of Cognitive Control. Keynote address at the Biennial Conference on Human Development, Washington, DC.

Diamond, A. (March, 2004). Neuropsychological assessment of executive control functions in school age children. Invited presentation at the 14th Annual Nelson Butters’ West Coast Neuropsychology Conference, San Diego, CA.

Diamond, A. (Apr., 2003). Developmental Behavioral & fMRI Results on Inhibition & Task Switching, Varying Memory Demands, in 4-13 Year-Olds and Young Adults. Biennial Meeting of the Society for Research in Child Development ( Tampa, FL), in the Symposium on Cognitive Control: Developmental Changes over the Lifespan and Neural Underpinnings -- Dutch & US Perspectives (chair: Adele Diamond).

Diamond, A. (Apr., 2003). Longitudinal and Cross-Sectional Data on Interrelations among Executive Function Tests in Children 4-12 Years Old. Biennial Meeting of the Society for Research in Child Development ( Tampa, FL), in the Symposium on Developmental Perspectives on Executive Function and Social Cognition (chair: Stephanie Carlson).

Diamond, A., Molfese, D., Ratajczak, E. & Fonaryova-Key, A.P. (Mar., 2003). An investigation of whether assumptions underlying the use of functional magnetic resonance imaging (fMRI) can validly be applied to children. Annual Cognitive Neuroscience Society Meeting, NYC, NY.

Diamond, A. (May, 2002). Genetic and neurochemical modulation of prefrontal cognitive functions in children. Presented at the International Society for Behavioral Neuroscience Annual Meeting, Pointe-á-Pic, Quebec, Canada.

Diamond, A. & Kirkham, N. (Oct., 2001). Card sorting by children of 3 & 4 years and task switching by older children: Inhibition needed to overcome “attentional inertia.” Presented in Symposium on “Rule use through the Lens of the Dimensional Change Card Sort: What develops?” at the Cognitive Development Society Biennial Meeting, Virginia Beach, VA.

Amso, D. Gehlbach, L.N., & Diamond, A. (2001). What Underlies Negative Priming? Contributions of memory to the negative priming effect. Presented at the South Carolina Bicentennial Symposium on Attention, University of South Carolina, Columbia, SC, May 2001.

Cohen, S., Bixenman, M., Meiran, N. & Diamond, A. (2001). Task switching in children. Presented at the South Carolina Bicentennial Symposium on Attention, University of South Carolina, Columbia, SC, May 2001.

Diamond, A. (2001). Different functions of dorsolateral and ventrolateral prefrontal cortex in children. Presented at Invited Symposium on the “Development and Organization of Prefrontal Function” at the Biennial Meeting of the Society for Research in Child Development, Minneapolis, MN, April 2001.

Diamond, A. (2001). The prefrontal dopamine system: Its development and its roles in cognitive and affective functions. Presented at Invited NIDA Symposium on “Neurotransmitters in Brain and Behavioral Development” at the Biennial Meeting of the Society for Research in Child Development, Minneapolis, MN, April 2001.

Shutts, K., Ross, E., Hayden, M., & Diamond, A. (2001). Grasping that one thing is related to another: Contributions of spatial contiguity, temporal proximity, and physical connection. Presented at the Biennial Meeting of the Society for Research in Child Development, Minneapolis, MN, April 2001.

Shutts, K., Ross, E., Hayden, M., & Diamond, A. (2001). Appearances matters -- but not to young infants: Development of spatial and visual discrimination learning from 9-21 months. Presented at the Biennial Meeting of the Society for Research in Child Development, Minneapolis, MN, April 2001.

Diamond, A. (2000). Development of the working memory and inhibitory control functions dependent on prefrontal cortex. Presented at the Annual Cognitive Neuroscience Society Meeting. April, San Francisco, CA.

Ross, E., Shutts, K., & Diamond, A. (2000). Spatial or temporal contiguity: Factors underlying infants' understanding of the relation between stimulus and reward. Presented at the New England Mini-Conference on Infant Studies. January, Worcester, MA.

Shutts, K., Ross, E., & Diamond, A. (2000). Spatial and visual discrimination in infants: When do they attend to spatial location and when do they attend to object appearance? Presented at the New England Mini-Conference on Infant Studies. January, Worcester, MA

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

Diamond, A. (1999). Selective visual deficits at the ages of 10-20 years from an amino acid imbalance in the first month of life. International Society for Behavioural Neuroscience Annual Meeting, Santorini, Greece.

Savoy , R.L., O'Craven, K.M., Davidson, M., & Diamond, A. (1999). Memory load and inhibition in dorsolateral prefrontal cortex. Presented at International Conference on Functional Mapping of the Human Brain, Dusseldorf, Germany.

Kirkham, N. & Diamond, A. (1999). Integrating competing ideas in word and action. Presented at Biennial Meeting of the Society for Research in Child Development, April, Albuquerque , NM , April.

Davidson, M., Cruess, L., Diamond, A., O'Craven, K.M., & Savoy, R.L. (1999). Comparison of executivefunctions in children and adults using directional Stroop tasks. Presented at Biennial Meeting of the Society for Research in Child Development, April, Albuquerque, NM, April.

Badali, S., Izvorski, R., Ozawa, K., Diamond, A., & Ullman, M. (1999). Phenylketonuria as a model forinvestigating the role of dorsolateral prefrontal cortex in language. Presented at Cognitive Neuroscience Society Annual Meeting, Washington, DC, April.

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

Zagreda, L., Goodman, J., Michalak, M., Druin, D. & Diamond, A. (1998). Cognitive deficits in a genetic mouse model of the most common biochemical cause of human mental retardation, PKU. Society forNeuroscience Abstracts, 24, 341.

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

Diamond, A. (1998). Memory development, and its neural basis, during the first two years of life. Invited presentation at the University of Otago Symposium on Memory Mechanisms of the Brain, Dunedin, New Zealand, August.

O'Craven, K.M., Savoy, R.L., & Diamond, A. (1998). Working memory and inhibition in dorsolateralprefrontal cortex. Human Brain Mapping Annual Meeting, June, Montreal, Quebec, Canada.

Diamond, A. (1998). A cognitive neuroscience perspective on children's perseverative errors. Presented at the International Conference on Infant Studies Biennial Meeting, Atlanta, GA, April.

Diamond, A., O'Craven, K.M., & Savoy, R.L. (1998). An fMRI-based study of working memory and inhibitionin prefrontal cortex. Presented at the Cognitive Neuroscience Society Annual Meeting, San Francisco, April.

Churchland, A. & Diamond, A. (1997). Temporal and spatial separation as limiting factors in infants' ability tograsp relationships. Presented at the Biennial Meeting of the Society for Research in Child Development, April 3-6, Washington, DC.

Diamond, A. (1996). The neural basis of some early cognitive advances, such as connecting thought and deed. Invited presentation at the Zero-to-Three Conference on "Frontiers of Science: Early Brain Development and Behavior," Dec. 7-8, Washington, DC.

Churchland, A. & Diamond, A. (1996). Solving the riddle of the late appearance of success on the delayed nonmatching to sample task. Society for Neuroscience Abstracts, 22, 281.

Diamond, A. (1996). Frontal lobe development and dysfunction in children: Dissociations between intentionand action. Invited address at Cognitive Science Society Annual Meeting, June 12-15, San Diego, CA. July.

Diamond, A. (1995). Effect of a modest tyrosine deficiency on cognition: Children treated early and continuously for PKU. Presented at the Wellcome Trust & McDonnell Foundation conference, "The Relationship between Cognitive Function and Physical Illness," June 1995, Worcestershire, England.

Prevor, M., & Diamond, A. (1995). Color-form interference effects in young children. Presented at the Biennial Meeting of the Society for Research in Child Development, 30 March 1995, Indianapolis, IN.

Diamond, A. (1995). Dissociations between knowledge and action: Inhibitory problems in children 3½-7 years of age. Presented at the Biennial Meeting of the Society for Research in Child Development, 1 April 1995, Indianapolis, IN.

Diamond, A. (1995). Frontal lobe involvement in cognitive changes during early development. Journal of theInternational Neuropsychological Society, 1, 132.

Diamond, A. (1994). Prefrontal cortex: A developmental perspective. Presented at Prefrontal cortex symposium. October 2-4, Queensland, Australia.

Herzberg, C., & Diamond, A. (1993). Impaired contrast sensitivity in children with treated PKU, presumably due to dopaminergic deficiency. Society for Neuroscience Abstracts, 19, 772.

Diamond, A. (1993). Nature and causes of cognitive deficits in phenylketonuria (PKU) even with dietary treatment: Longitudinal study and animal model. Biennial Meeting of the Society for Research in Child Development, March, New Orleans, LA. Special Lecture.

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 longitudinal study in children and of an animal model. Society for Neuroscience Abstracts, 18, 1063.

Towle, C. & Diamond, A. (1991). Developmental progression in children aged 1-5 years on the delayed non-matching to sample task, a test of hippocampal memory function in adult monkeys and human amnesic patients. Abstracts of the Society for Research in Child Development, 8, 480.

Llamas, C. & Diamond, A. (1991). Development of frontal cortex abilities in children between 3-8 years of age. Abstracts of the Society for Research in Child Development, 8, 347.

Diamond, A. (1990). The planning, execution, and inhibition of movement during infancy. Conference of the Cognitive Science Society. July 25-28, Cambridge, MA.

Diamond, A. (1990). Why studies find earlier evidence of memory in looking than in reaching. Infant Behavior and Development, 13.

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

Diamond, A., Cruttenden, L., & Neiderman, D. (1989). Why have studies found better performance with multiple wells than with only two wells on A-not-B, Society for Research in Child Development Abstracts, 6, 227.

Diamond, A. & Boyer, K. (1989a). 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.

Diamond, A. & Boyer, K. (1989b). Developmental progression in infants' and young children's performance on a version of the Petrides-Milner temporal order memory task: Multiple Boxes. Paper presented at Conference on the Development and Neural Bases of Higher Cognitive Functions, May 20-24, Philadelphia, PA.

Diamond, A. (1989a). Behavioral & anatomical approaches to the study of frontal & hippocampal functions in infants and toddlers, Society for Research in Child Development Abstracts, 6.

Diamond, A. (1989b). Developmental time course in infants and infant monkeys, and the neural bases of, A-not- and delayed response performance. Paper presented at Conference on the Development and Neural Bases of Higher Cognitive Functions, May 20-24, Philadelphia, PA.

Diamond, A. (1989c). Developmental time course in infants and infant monkeys, and the neural bases of, inhibitory control in reaching. Paper presented at Conference on the Development and Neural Bases of Higher Cognitive Functions, May 20-24, Philadelphia, PA.

Diamond, A. (1989d). Performance of infants and young children on visual paired comparisons, delayed non-match to sample (direct), and delayed non-match to sample (indirect). Paper presented at Conference on the Development and Neural Bases of Higher Cognitive Functions, May 20-24, Philadelphia, PA.

Diamond, A. (1988b). Neuropsychological insights into the meaning of object concept development. Jean Piaget Symposium, June, Philadelphia, PA.

Diamond, A., Zola-Morgan, S., & Squire, L. R. (1987). Performance of monkeys with hippocampal ablations on Piaget's A-not- task. Society for Neuroscience Abstracts, 13, 206.

Diamond, A. & Gilbert, J. (1987). Development as inhibitory control of action: Retrieval of a contiguous object. Society for Research in Child Development Abstracts, 6, 64.

Diamond, A. (1987a). Involvement of prefrontal cortex in cognitive changes during the first year of life. Invited address at the Pasteur Institute, April, Paris, France.

Diamond, A. (1987b). Differences between adult and infant cognition: is the crucial variable presence or absence of language? Paper presented at Fyssen Symposium on Thought without Language, April, Versailles, France.

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

Diamond, A. & Goldman-Rakic, P. S. (1985a). Evidence that maturation of the frontal cortex underlies behavioral changes during the first year of life: I. The A-not- task. Society for Research in Child Development Abstracts, 5, 85.

Diamond, A. & Goldman-Rakic, P. S. (1985c). 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 (Part II), 11, 832.

Diamond, A. (1985). Frontal lobe involvement in cognitive changes in the first year of life. Paper presented at Social Science Research Council Conference on Brain and Behavioral Development: Biosocial Dimensions, May, Elkridge, MD.

Diamond, A. & Goldman-Rakic, P. S. (1983). Comparison of performance on a Piagetian object permanence task in human infants and rhesus monkeys: Evidence for involvement of prefrontal cortex. Society for Neuroscience Abstracts (Part I), 9, 641.

Diamond, A. (1983). Comparison of errors in the guidance of behavior associated with parietal and frontal cortex in rhesus monkeys and errors seen in 8-10 month old infants. Paper presented at NATO Advanced Study Institute on Brain Mechanisms and Spatial Vision, Lyon, France, June.

Diamond, A. (1983). The development of recall memory from seven to twelve months. Society for Research in Child Development Abstracts, 4, 64.

Diamond, A. (1982). Infants' understanding of object location and identity. Infant Behavior and Development, 5, 66.

Diamond, A. (1981). The A-not-B error: A reinterpretation. Paper presented at the Eleventh Annual Jean Piaget Symposium, Philadelphia, May.

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.

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