Centre for Educational Neuroscience

An inter-institutional transdisciplinary project

40110

FORTHCOMING EVENTS:

8 December 2011

CEN RESEARCH DISCUSSION SEMINAR SERIES - Autumn 2011

***POSTPONED DUE TO STRIKE ACTION - NEW DATE 8 DECEMBER***

"Connecting education and neuroscience: examples from the field of mathematics learning "
by Prof. Bert de Smedt (Katholieke Universiteit Leuven, Belgium) & Prof. Andy Tolmie (CEN)
PHD Seminar Room, 25 Woburn Square 4:00-5:30pm - ALL WELCOME

24-26 May 2012

EARLI - SIG CONFERENCE no.22

"Education and Neuroscience"
Institute of Education, London

Call for papers: Details available from download SIG22_2012Meeting_CallForPapersre

Reigstration: Available soon via link to Institute of Education [available soon]

PREVIOUS EVENTS:

3 November 2011

POLICY SEMINAR SERIES

"When to Learn What? The Brain's Readiness to Learn at Different Ages"

Prof. Michael Thomas (CEN Director; Birkbeck College)
"Building Plastic Brains: Are there sensitive periods after which childrens' learning abilities decline?"
followed by
Prof. Sarah-Jayne Blakemore (UCL)
"The Adolescent Brain" Abstract

Chair: Mr. Jerry Jarvis (former CEO Edexcel)
Panellists: Mr. Timothy Cawse (Winchester School) & Prof. Denis Mareschal (Birkbeck)
Full details available from PDF FLYER

9 November 2011

16 November 2011

"Modality-Dependent and -Independent Factors in the Organisation of the Signed Language Lexicon: Insights from Semantic and Phonological Fluency Tasks in BSL"
by Dr Chloe Marshall (Dept. Psychology and Human Development, Institute of Education)
TCRU Seminar Room, 27-28 Woburn Square 4:00-5:30pm

"What Proportion of Government Resources Should be Targeted at Early Intervention? An Overview of James Heckman's Economic Arguments on Skill Acquisition in Society, and the Neuroscience Evidence That Supports Them"
by Prof. Michael Thomas (Centre for Educational Neuroscience; Birkbeck College)
PHD Seminar Room, 25 Woburn Square 4:00-5:30pm

31 March 2011

23 March 2011

POLICY SEMINAR SERIES
by CEN & Learning Skills Foundation®

"KIDS BEHAVING BADLY: How Neuroscience Can Help"
by Norah Frederickson & Essi Viding (UCL)
Panel - Geoff Allen (Westfield School), Tara Deakes (Westfield School), Uta Frith (UCL)

CEN RESEARCH DISCUSSION SEMINAR SERIES - Spring 2011

"Changes in Intelligence Over the Teenage Years"
by Professor Cathy Price (Wellcome Trust Centre for Neuroimaging, UCL)

23-24 June 2010	British Journal of Educational Psychology PSYCHOLOGICAL ASPECTS OF EDUCATION CURRENT TRENDS CONFERENCE SERIES Educational Neuroscience: An Emerging Discipline Birkbeck College, London The conference focused on the emerging discipline of ‘educational neuroscience’. Educational psychologists are now acting as mediators between educationists and neuroscientists, with all three disciplines focusing on the shared problem of how to promote better learning across the lifespan. Keynote Speakers were Prof Usha Goswami (Director of the Cambridge Centre for Neuroscience in Education) Prof Dan Schwartz (School of Education, Stanford University) Prof Brian Butterworth (Institute of Cognitive Neuroscience, UCL)

	Introduction: Educational Neuroscience: An Emerging Discipline
	Daniel Ansari (University of Western Ontario) Individual differences in numerical and mathematical abilities: A cognitive neuroscience perspective
	Sarah-Jayne Blakemore (UCL) The social brain in adolescence
	Brian Butterworth (UCL) Low numeracy and dyscalculia: cognitive theory, neuroscience, and intervention
	Christine Howe (Cambridge) Conceptual development during school science: Integrating behavioural and neuroscience perspectives
	Denis Mareschal (Brikbeck College) Concepts and Inferences in the Developing Brain
	Marie-Pascale Noel (U.C. Louvain) Understanding math learning disability to guide math teaching
	Simon Baron-Cohen (Cambridge) Empathy in autism spectrum conditions: Where neuroscience meets education
	Daniel Schwartz (Stanford) When Educators Do Neuroscience
	Michael Thomas (Birkbeck College) Sensitiveperiodsinbrain development: Implications for language and literacy
	Uta Frith Brainwaves: Royal Society Project on Developments in Neuroscience and their Implications for Society
	Heinz Wimmer (University of Salzburg) Is Dyslexia Everywhere the Same?

30 April-4 May 2010	CEN Symposium at AERA 2010 The symposium ‘A Systematic Approach to Educational Neuroscience: Research within the London-based CEN’ was presented as part of the Neurosciences and Education SIG. The symposium outline and the four papers are available for downloading here.

	A Systematic Approach to Educational Neuroscience: Research within the London-based CEN (Outline)
	Tolmie: Educational Neuroscience: Some Key Working Principles
	Jones and Viding: The Neuroscience of the Callous-Unemotional Subtype of Conduct Problems: Implications for Intervention and Education
	Thomas: Sensitive Periods in Brain Development: Implications for Educational Policy
	Butterworth and Laurillard: A New Approach to Dyscalculia Intervention Using Adaptive Learning Technologies

9 June 2009

Educational Neuroscience and Educational Psychology workshop
William Goodenough House, 10.00 to 16.00.

Download Programme Download Powerpoint presentations

CEN workshop
William Goodenough House, 10.00 to 16.00.

The aim of this workshop was to generate new or improved projects around the seven themes for Educational Neuroscience:

Language and Literacy Development
Mathematical Development
Conceptual Development
Computational Modelling of Learning and Teaching
Social Development
Emotional Development
Attention and Executive Control

Download Powerpoint presentations (4478k file)

6 Mar 2009

29 October
2008

Workshop on Concepts of Learning
Goodenough College, Mecklenburgh Square, WC1

The object of this workshop was to provide people working in the different core strands of CEN activity (education, computational modelling, and neuroscience) with the opportunity to hear about each others’ perspectives on the key shared issue of learning, and to exchange thoughts about potentially fruitful areas of collaboration. The day was structured around 30 minute presentations on each strand, each of which will be followed by two 10 minute reflections from discussants in other strands, and then 25 minutes of more open discussion. The workshop concluded with targeted small group discussion on specific areas of research.