What's Behavioral Development Got to Do with It?Short Bio:
Toni C. Antonucci is President of the International Society for the Study of Behavioural Development (ISSBD). She is the Elizabeth M. Douvan Collegiate Professor of Psychology, Program Director and Research Professor in the Life Course Development Program at the Institute for Social Research, and former Senior Associate Vice President for Research, all at the University of Michigan, USA. Her research focuses on social relations and health (physical/psychological/cognitive functioning) across the life span. Professor Antonucci studies all types of social relations including close social relations, peer and family relations, caregiving, and social media. She is interested in family multigenerational relations, child and adult development. Further, Professor Antonucci has conducted comparative studies on social relations and health in the United States, Mexico, Europe, the Middle East and Japan. Her research is funded or has been funded by the National Institute of Mental Health, the National Institute on Aging, the National Science Foundation, and several private foundations, including the Fetzer Institute, the MacArthur and Templeton Foundations. She has a strong commitment to Early Career Scholars and has led programs nationally and internationally including two international programs funded by the Jacobs Foundation, one currently ongoing focused on Capacity Building in West Africa.
Challenges and Opportunities in Aged SocietyShort Bio:
Hiroko Akiyama, a gerontologist, is Professor Emeritus at the University of Tokyo and the former Vice President of Science Council of Japan. Professor Akiyama has conducted a number of cross-national surveys and is widely recognized as an expert on issues of global aging. She is known for the long-running research on the elderly in Japan—tracking the aging patterns of approximately 6,000 Japanese elderly for 30 years. Recently she initiated social experiment projects that pioneer to re-design communities to meet the needs of the highly aged society, and Kamakura Living Lab, a platform for co-creation among users, industry, government and academia. She started the Institute of Gerontology at University of Tokyo in 2006. Professor Akiyama received Ph.D. in psychology from University of Illinois, the United States.
Developmental Robotics for Language Learning, Trust and Theory of MindShort Bio:
Angelo Cangelosi currently is Professor of Machine Learning and Robotics at the University of Manchester (UK). He also is Turing Fellow at the Alan Turing Institute London, Visiting Professor (Jiangsu Talent) at Hohai University, and Visiting Distinguished Fellow at AIST-AIRC Tokyo. His research interests are in developmental robotics, language grounding, human robot-interaction and trust, and robot companions for health and social care. Cangelosi's main research expertise is on language grounding and embodiment in humanoid robots, developmental robotics, human-robot interaction, and on the application of neuromorphic systems for robot learning. He is the coordinator of the EU H2020 Marie Skłodowska-Curie European Industrial Doctorate “APRIL: Applications of Personal Robotics through Interaction and Learning” (2016-2019), and Pi in numerous other UK, EU and US projects. Overall, he has secured over £30m of research grants as coordinator/PI. Cangelosi is Editor of the journals Interaction Studies and IET Cognitive Computation and Systems, and in 2015 was Editor-in-Chief of IEEE Transactions on Autonomous Development. His latest book “Developmental Robotics: From Babies to Robots” (MIT Press; co-authored with Matt Schlesinger) was published in January 2015, and recently translated in Chinese and Japanese.
Adolescent brain development as a window of social opportunityShort Bio:
Eveline Crone is full professor of neurocognitive developmental psychology and chair of the unit Developmental and Educational Psychology of the Institute of Psychology at Leiden University. Her lab has a strong focus on the fundamental changes in brain function that underlie our ability to anticipate, produce and evaluate complex decisions in daily life. Eveline has been awarded several prestigious research grants by the Netherlands Organization for Scientific Research (NWO) and the European Research Council (ERC). In 2017, Eveline received the Spinoza award for her research on the adolescent brain. The Spinoza award is the highest recognition in Dutch Science. In addition to her scientific work, Eveline has been successfully communicating her findings to the general public. In 2008 (renewed version in 2018) she published the Dutch book “The pubertal brain” for a wide audience, of which over 100,000 copies have been sold. The book has been translated into six languages.
Imagination and Testimony in Children's LearningShort Bio:
Paul Harris is a developmental psychologist with interests in the development of cognition, emotion and imagination. After studying psychology at Sussex and Oxford, he taught at the University of Lancaster, the Free University of Amsterdam and the London School of Economics. In 1980, he moved to Oxford where he became Professor of Developmental Psychology and Fellow of St John's College. In 2001, he migrated to Harvard where he holds the Victor S. Thomas Professorship of Education. He is a Fellow of the British Academy and the Norwegian Academy of Science and Letters. His book on children’s understanding of emotion – ‘Children and Emotion’ – appeared in 1989 and his book on play and imagination – ‘The Work of the Imagination’ ¬– in 2000. He currently studies how young children learn about history, science and religion on the basis of what trusted informants tell them. His latest book – ‘Trusting what you’re told: How children learn from others’ – describing this research, was published by Harvard University Press (2012). It has received the Eleanor Maccoby award from the American Psychological Association and the Book Award of the Cognitive Development Society. In 2015, he was elected to the American Academy of Arts and Sciences.
Resilience in Developmental Science: Principles, Pathways, and Promise in the 4th WaveShort Bio:
Ann S. Masten, Ph.D., is a Regents Professor and the Irving B. Harris Professor of Child Development in the Institute of Child Development at the University of Minnesota. Her research focuses on understanding processes that promote competence and prevent problems in human development, with a focus on resilience in the context of high cumulative risk, adversity, and trauma. She directs the Project Competence Research on Risk and Resilience, including studies of normative populations and high-risk children and families exposed to homelessness, war, natural disasters, poverty, migration, and related adversities. Dr. Masten has authored more than 200 publications, including the book, Ordinary Magic: Resilience in Development, published by Guilford Press. She has served as President of the Society for Research in Child Development and President of Division 7 (Developmental) of the American Psychological Association (APA). In 2014, she received the Bronfenbrenner Award for Lifetime Contributions to Developmental Psychology in the Service of Science and Society from APA. Dr. Masten regularly teaches a MOOC through Coursera on “Resilience in Children Exposed to Trauma, Disaster and War: Global Perspectives.”
Context and Research Capacity Enhancement in AfricaShort Bio:
Professor Marfo has pursued his 42-year career in six universities: Aga Khan University, University of South Florida, Kent State University, Memorial University of Newfoundland, University of Alberta, and University of Cape Coast, Ghana. His scholarly interests include developmental science and childhood interventions, advancement of a global field of human development, and philosophical issues in behavioral science and education research. He has published extensively on early child development, childhood disability, early intervention efficacy, parent-child interaction, and behavioral development in children adopted into North America from China.
He was co-convener of an invitational conference on strengthening child development research in Africa that culminated in the publication of six articles on the subject in Child Development Perspectives (2011, Volume 5, pp. 104-147). With Alan Pence, Robert Serpell, and Bame Nsamenang, he facilitated the African Scholars Workshop initiative to enhance research capacity in Africa. With Linda Richter and Lynette Okengo, he facilitated the launch of a research mentorship programme under the auspices of the Africa Early Childhood Network. Under his leadership, the Institute for Human Development at Aga Khan University launched pre- and post-doctoral training initiatives to prepare future generations of researchers.
Kofi has been a Residential Fellow at the Center for Advanced Study in the Behavioral Sciences at Stanford University, a U.S. National Academy of Education Spencer Fellow, a member of the Bio-Behavioral and Behavioral Sciences Subcommittee of the National Institute of Child Health and Human Development (USA), and a member of the Governing Council of the Society for Research in Child Development.
Promoting Adolescent Adjustment by Intervening in Ethnic-Racial Identity Development: Considering a Global Theory of ChangeShort Bio:
Adriana J. Umaña-Taylor, Ph.D. is a Professor at Harvard University in the Harvard Graduate School of Education. She is nationally and internationally recognized for her research on ethnic-racial identity development, which is guided by developmental and socio-cultural ecological frameworks to understand how youth and families influence and are influenced by their surrounding ecologies. Her research seeks to uncover how adolescents’ ethnic-racial identity development unfolds in the context of family, school, and communities, and the conditions under which it can serve as a resource that protects adolescents from culturally informed risk factors such as ethnic-racial discrimination. She developed the Identity Project intervention, a school-based curriculum, which has demonstrated promising results for increasing adolescents’ ethnic-racial identity exploration and resolution. Her scholarship has been supported by the National Institutes of Health, the National Science Foundation, and the Spencer Foundation. Her books include: Below the Surface: Talking with Teens about Race, Ethnicity, and Identity (Princeton University Press); Studying Ethnic Identity: Methodological and Conceptual Approaches across Disciplines (American Psychology Association); and Studying Ethnic Minority and Economically Disadvantaged Populations (American Psychology Association).
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