PIER SPEAKER SERIES
There are two upcoming PIER talks which may be of interest to members of
the department. Adele Diamond will be here on Monday, February 18th and
Tuesday, February 19th. Adele Diamond is a professor of developmental and
cognitive neuroscience in the department of psychiatry at the University
of British Columbia.
Monday February 18th at 4:30pm
Baker Hall, Steinberg Auditorium A53
Title: Applying what we know from Neuroscience and Developmental Science
to how Schools can enhance Executive Function Development and Academic
Achievement in their Students
Abstract: “Executive functions” (EFs) are core skills critical for
cognitive, social, and psychological development, mental and physical
health, and success in all life’s aspects. EFs make it possible for us to
consider alternatives, reason, problem-solve, think outside the box,
exercise self-control and resist temptations, ignore distractions and stay
on task, flexibly take advantage of unexpected opportunities and stay out
of trouble.
It’s important to improve executive functions (EFs) early because
EFs in early childhood are predictive of achievement, health,
wealth, and quality of life throughout life. Training EFs in early
childhood has the very real potential to reduce social disparities
in achievement and in health between those more and less
advantaged.
EFs are particularly susceptible to disruption by sadness, stress,
loneliness, lack of sleep, or lack of exercise. When anyone is
sad, stressed, lonely, sleep-deprived, or lacking exercise the
first mental functions to suffer are the EFs and they suffer the
most. (You may have noticed that when stressed or ill you cannot
think as clearly or exercise as good self-control.) Since EFs are
critical for academic achievement, a society that wants its
students to excel needs to take seriously that the different parts
of the human being are inextricably interrelated. If emotional,
social, or physical needs are unmet, that can work against
academic excellence.
While it may seem logical that if you want to improve academic
outcomes you should concentrate on academic outcomes alone, not
everything that seems logical is correct. The most effective way
to improve EFs and academic achievement is probably not to focus
only on those, but to address children’s social, emotional, and
physical needs as well.
Traditional activities, part of all cultures throughout time
(e.g., dance, music-making, play and sports) could be very helpful
here. They challenge EFs, make us happy and proud, provide a sense
of belonging, and help our bodies develop.
Tuesday, February 19th at 12:00pm
Baker Hall, room 336B
Title: Interventions Shown to Aid Executive Function Development in
Children 4-12 years old.
Abstract: “Executive functions” are critical for many of the skills needed
for success in the 21st century – such as creativity, flexibility,
problem-solving, self-control, and discipline. Executive functions (EFs)
make it possible for us to mentally playing with ideas, quickly and
flexibly adapt to changed circumstances, take the time to consider what to
do next, resist temptations, stay focused, and meet novel, unanticipated
challenges.
“Brain-based” does not mean immutable or unchangeable. EFs depend
on the brain, yet exercising and challenging EFs improves them at
any age, much as physical exercise hones our physical fitness. EFs
are amenable to improvement through training and practice — even
in very young children and even in old age. Diverse activities
have been shown to improve children’s EFs, including computerized
training with or without other types of games, aerobics, martial
arts, yoga, mindfulness, and school curricula. Regardless of the
intervention, a few principles seem to hold. School curricula
empirically shown to improve EFs share several features in common.
We’ll discuss what lessons can be learned from the findings thus
far.