Experience Shapes Human Brain Development and Function
Saturday, 4:30 PM - 6:15 PM
Hynes CC 210

Speaker: Helen Neville, University of Oregon
Chair: Debra Mills, Emory University

Biographical Sketch
Dr. Neville is currently The Robert and Beverly Lewis Endowed Chair and Professor of Psychology and Neuroscience, Director of the Brain Development Lab, and Director of the Center for Cognitive Neuroscience at the University of Oregon in Eugene. She was awarded the B.A. degree from the University of British Columbia, an M.A. from Simon Fraser University and Ph.D. from Cornell University. Her postdoctoral training was at the University of California, San Diego in the Department of Neurosciences. Her major research interests are the biological constraints and the role of experience in neurosensory and neurocognitive development in humans.

Abstract
For several years we have employed psychophysics, electrophysiological (ERP) and magnetic resonance imaging (MRI) techniques to study the development and plasticity of the human brain. We have studied deaf and blind individuals, people who learned their first or second spoken or signed language at different ages, and children of different ages and of different cognitive capabilities. Over the course of this research we have observed that different brain systems and related functions display markedly different degrees or 'profiles' of neuroplasticity. Some systems appear quite strongly determined and are not altered even when experience has been very different. Other systems are highly modifiable by experience and are dependent on experience but only during particular time periods ("sensitive periods"). There are several different sensitive periods, even within a domain of processing. A third 'plasticity profile' is demonstrated by those neural systems that remain capable of change by experience throughout life. Guided by these findings, we have recently begun a program of research on the effects of different types of training on brain development and cognition in typically developing children of different ages. These studies will contribute to a basic understanding of the nature of human brain plasticity. In addition, they can contribute information of practical significance in the design and implementation of educational programs.