Program Information

    2015 SRCD Biennial Meeting Invited Program

    Program Co-Chairs Catherine S. Tamis-LeMonda and Jeffrey J. Lockman, have coordinated an excellent invited program for the 2015 Biennial Meeting. They are excited to present a new "State-of-the-Art" format. State-of-the-art sessions are intended to help researchers keep up to date on developmental methods and the “how” of research.  There is also the opportunity to further engage invited speakers in a "Follow-up Discussion Session" which will immediately follow selected invited program sessions in an adjacent, smaller room. Discussion sessions will follow all of the new "State-of-the-Art" sessions as well as the Invited Views by Two sessions.

    Invited Addresses  Invited State-of-the-Art Addresses   Invited Symposia   Invited State-of-the-Art Symposium
    Invited Views by Two   Invited Conversation

    Invited Addresses

    Using Longitudinal Data to Develop Group Mental Health Interventions for War-Affected Youth

    Speaker: Theresa S. Betancourt, Sc.D., M.A., Associate Professor of Child Health and Human Rights, Director, Research Program on Children and Global Adversity, Department of Global Health and Population, Harvard School of Public Health
    Chair: Ann S. Masten, University of Minnesota
    Event 1-056, Thursday, 12:15 PM - 1:45 PM, Room 204C (Penn Convention Center, 200 Level)

    Abstract. The global burden of mental disorders due to violence and conflict is substantial, particularly in sub-Saharan Africa where the impact of war has been disproportionately high. Children exposed to war suffer from high rates of traumatic stress reactions, comorbid internalizing, externalizing problems and high risk behaviors, as well as interpersonal deficits and problems in emotion regulation.
    In 2002, we began a prospective longitudinal study of war-affected children in Sierra Leone (N=529). Follow-up data were collected in 2003/2004 and 2008. The study examined risk and protective factors shaping social reintegration and psychosocial adjustment in these youth over time. Findings to date indicate that exposure to toxic stress (i.e. extreme violence) as well as post-conflict hardships (e.g., poor community relationships) are risk factors for poor developmental outcomes, while protective factors, such as community acceptance and family support, positively impact psychosocial adjustment.
    Based on the findings of the longitudinal study, we developed a culturally-informed group mental health intervention for war-affected youth. The Youth Readiness Intervention (YRI) is a Stage 1 trauma intervention aimed at improving interpersonal skills, emotion regulation, and daily functioning. The YRI integrates common elements of evidence-based interventions for survivors of complex trauma, and was culturally-adapted using focus groups and key informant interviews. We conducted a randomized controlled trial in Sierra Leone for 15-24 year-old youth exhibiting psychological distress and functional impairments. Participants were randomized to the YRI (n=222) or a control condition (n=214). YRI participants received 10 weekly group sessions, after which youth were randomized to subsidized education (n=220) or wait-list control (n=216). Youth were assessed at post-intervention and six-month follow-up.  Post-intervention, YRI youth reported greater improvements in emotion regulation, prosocial attitudes/behaviors, social support, and reduced functional impairment, and significant follow-up effects on school enrollment, school attendance, and classroom behavior compared to controls. However, at eight-month follow-up, teachers reported that YRI participants were 8.9 times more likely to be in school and showed better attendance and academic performance.

    Biography. Theresa S. Betancourt, Sc.D., M.A., is Director of the Research Program on Children and Global Adversity (RPCGA) and Associate Professor of Child Health and Human Rights at the Harvard School of Public Health (HSPH). Her central research interests include:

    • Developmental and psychosocial consequences of concentrated adversity on children and families;
    • Resilience and protective processes in child development;
    • Child health and human rights; and
    • Applied cross-cultural mental health research.

         Dr. Betancourt has extensive experience in conducting research among children and families in low-resource settings, particularly in the context of humanitarian emergencies.  She has been involved in the adaptation and testing of several mental health interventions for children and families facing adversity due to violence and chronic illness, including as PI of an NIMH-funded project to develop and evaluate a parenting/Family Strengthening Intervention (FSI) for HIV-affected families in Rwanda. She has recently worked with partners to adapt this intervention to focus on families with young children (<3 years) living in extreme poverty and options for delivering such family home visiting interventions via Rwanda's Social Protection system.
        Dr. Betancourt is currently PI of an ongoing project to integrate an evidence-based behavioral intervention for war-affected youth (the Youth Readiness Intervention) into education and employment programs in Sierra Leone.  She is also PI of an NIMHD-funded project using community-based participatory research methods to study conceptualizations of mental health problems as well as attitudes about healing and help-seeking to design family-based preventive interventions for Somali Bantu and Bhutanese refugees in the Boston metropolitan area.
    One of Dr. Betancourt’s longest standing projects (begun in 2002), is a prospective longitudinal/intergenerational study of war-affected youth in Sierra Leone.  A current NICHD R01 research grant is supporting a  fourth wave of data collection in the cohort to investigate the intergenerational effects of war in Sierra Leone by examining health and development of the young children of the original cohort as well as intimate partner relationships. This research comprises one of the few intergenerational studies of war ever conducted in sub-Saharan Africa.  Dr. Betancourt has written extensively on mental health, child development, family functioning and resilience in children facing adversity including recent articles in Child Development, Lancet Global Health, The Journal of the American Medical Association, The Journal of the American Academy of Child and Adolescent Psychiatry, JAMA Psychiatry, Social Science and Medicine, and PLoS One.

    Epigenetic Plasticity of the Developing Brain

    Speaker: Frances A. Champagne, Associate Professor, Department of Psychology, Columbia University
    Chair: Dante Cicchetti, University of Minnesota 
    Event 1-106, Thursday, 2:10 PM - 3:40 PM; Salon H (Marriott, Level 5)

    Abstract. Experiences occurring in early development can have enduring effects on the brain and behavior.  Epigenetic mechanisms, encompassing molecular changes that alter gene activity without changes to the underlying DNA sequence, may account for both the dynamic and stable effects of these experiences.  Several themes have emerged in the study of environmentally-induced epigenetic effects, including the sex- and tissue-specificity of epigenetic programming and the potential transmission of epigenetic variation across generations.  Here, I will describe evidence implicating epigenetic mechanisms in the link between experiences occurring during development and altered neuroendocrine and behavioral outcomes.  I will also discuss how these molecular events are hypothesized to contribute to the transgenerational inheritance of traits and the dynamic interplay between parents and offspring that shape developmental outcomes within and across generations.

    Biography. Frances A. Champagne, PhD, is an Associate Professor in the Department of Psychology at Columbia University whose main research interest concerns the interplay between genes and environment, and how variations in early life experiences can shape the brain and behavior through epigenetic changes in gene expression. Her research is currently exploring the mechanisms of risk vs. resilience to such early life experiences and determination of the transgenerational impact of parental and offspring experiences. Professor Champagne received an MSc in Psychiatry (1999) and PhD in Neuroscience (2004) from McGill University.   In 2007 she received an NIH Director’s New Innovator Award.  Dr. Champagne is a faculty member of the Doctoral Program in Neurobiology and Behavior, Sackler Institute for Developmental Psychobiology, Columbia Population Research Center (CPRC), and the Columbia Center for Research on Ethical, Legal & Social Implications of Psychiatric, Neurologic & Behavioral Genetics.

    Brain Regions Supporting Cognitive and Social-Affective Development in Adolescence

    Speaker: Dr. Eveline A Crone, Leiden University, the Netherlands
    Chair: Nathan A. Fox, University of Maryland
    Event 2-148, Friday, 1:55 PM - 3:25 PM, Room 201A (Penn Convention Center, 200 Level)

    Abstract. Adolescent development comes with massive changes in cognitive, emotional and social reasoning. Using functional magnetic resonance imaging (fMRI) we study how changes in brain function are related to changes in cognition and emotion over the course of child and adolescent development. In this talk, I will present results from longitudinal studies showing that adolescent brain development is associated with: (1) increased flexibility of cognitive control, combined with (2) an imbalance between limbic and prefrontal cortex during affective and social reasoning tasks. I will show that adolescent brain development provides a window of opportunity which is important for adaptive exploration, eventually leading to mature goals and social competence.

    Biography. Eveline Crone is a full professor at Leiden University, the Netherlands. She obtained her PhD cum laude at the University of Amsterdam and was a post-doctoral fellow at the University of California in Davis. Since 2005, she is head of the Brain & Development Laboratory at Leiden University. She obtained several large research grants from the Dutch NWO and the European Research Council (including a 1.500 k ERC Grant). Her research has been awarded many times, including a top achievement award from the National network for women in science, and the Award for Science and Communication handed out by the Dutch minister of Education. In 2011, she received the Early Career Award from the Society for Psychophysiological Research in Boston. Since 2013 she is a member of the Royal Netherlands Academy of Arts and Sciences.


    Childhood Poverty and Brain Development: From Science to Policy

    Speaker: Martha J. Farah, University of Pennsylvania
    Chair: Nora S. Newcombe, Temple University
    Event 3-002, Saturday, 8:00 AM - 9:30 AM, Salon E (Marriott, Level 5)

    Abstract. Childhood socioeconomic status (SES) predicts many important life outcomes, from physical health to academic achievement.  Why is childhood SES so influential?  The answer includes the effects of early life SES on brain development.  SES is associated with differences in daily life stress, environmental stimulation and parenting practices.  On the basis of research with animals and humans, these differences appear to shift children onto different developmental trajectories.  In this presentation I will review converging research results from a number of labs indicating the neural correlates of childhood SES studied through behavioral tests, structural and functional MRI and electrophysiology.  I will discuss what is known of the mechanisms by which SES shapes brain development, the later reversibility of these effects, and the role of SES-linked brain and cognitive differences on various life outcomes.  I will conclude by considering whether and how developmental neuroscience can play a role in child policy.

    Biography. Martha Farah was educated at MIT and Harvard and has taught at Carnegie-Mellon University and the University of Pennsylvania, where she is currently the Walter H. Annenberg Professor of Natural Sciences and directs the Center for Neuroscience & Society.  For the last several years Martha has focused her research in two areas: the ethical, legal and social impact of neuroscience (aka neuroethics) and the effects of early socioeconomic deprivation on brain development.  She has studied the latter using behavioral, neuroendocrine and neuroimaging methods.  Martha is a Fellow of the American Academy of Arts and Sciences, a former Guggenheim Fellow and recipient of honors including the National Academy of Science’s Troland Research Award and the Association for Psychological Science’s lifetime achievement award.

    From Blankies to Genes:  The Role of the Non-Obvious in Children's Conceptions of the World

    Speaker: Susan A. Gelman, Heinz Werner Distinguished University Professor of Psychology, University of Michigan
    Chair: Susan E. Carey, Harvard University
    Event 1-055, Thursday, 12:15 PM - 1:45 PM, Salon E (Marriott, Level 5)

    Abstract. A hallmark of human cognition is the capacity to look below the surface of the world around us to consider ideas that are non-obvious or abstract.  We see this from commonsense construals of experience (with ideas regarding germs, ownership, or fairness) to some of the most sophisticated concepts of our species (microscopic structure, shape of the earth, formal logic).  Where do such ideas come from, and how do they develop?  I review evidence that, contrary to many prevailing theories, children's early thought is not limited to grasping what is tangible and concrete.  To the contrary, children readily consider hidden, internal, abstract entities in numerous domains of thought.  I will discuss examples from categorization, language, and children's understanding of everyday experience. These findings have implications for the minds of children, the social nature of human cognition, and the foundations of human thought.

    Biography. Susan A. Gelman is the Heinz Werner Distinguished University Professor of Psychology at the University of Michigan.  She received her B.A. in Psychology and Classical Greek from Oberlin College, and her Ph.D. in Psychology from Stanford University.  Susan studies concepts and language in young children.  She is the author of over 200 scholarly publications, including a prize-winning monograph, The Essential Child (Oxford University Press, 2003). She is a member of the National Academy of Sciences and the American Academy of Arts and Sciences, and a fellow of the Association for Psychological Science, the American Psychological Association (Division 7), and the Cognitive Science Society.  She has served as President of the Cognitive Development Society, review panelist for NIH, NSF, and the Ford Foundation, and board member of several scientific societies. Her honors include a J. S. Guggenheim Fellowship, the American Psychological Association Distinguished Scientific Award for Early Career Contribution to Psychology, and the Developmental Psychology Mentor Award of the American Psychological Association.

    Mechanisms of Critical Period Brain Development

    Speaker: Takao K. Hensch, Professor, Molecular & Cellular Biology; Professor, Neurology (Children’s Hospital); Center for Brain Science, Harvard University
    Chair: Daphne Maurer, McMaster University
    Event 2-002, Friday, 8:00 AM - 9:30 AM, Salon H (Marriott, Level 5)

    Abstract. A continuing debate in psychology is whether there are critical periods (CPs) in development during which the system is most responsive to environmental input. Recent advances in neurobiology provide a mechanistic explanation of CPs, with the balance between excitatory and inhibitory processes triggering the onset and molecular brakes establishing the offset of windows of plasticity. A mechanistic understanding of CP processes now changes the nature of the debate: the question no longer is, “Are there CPs?” but rather what processes open them, keep them open, close them, or allow them to be reopened.

    Biography. Takao K. Hensch, PhD, is joint professor of Neurology, Harvard Medical School at Boston Children’s Hospital, and professor of Molecular and Cellular Biology at Harvard’s Center for Brain Science. After undergraduate studies with Dr. J Allan Hobson at Harvard, he was a student of Dr. Masao Ito at the University Tokyo (MPH) and a Fulbright fellow with Dr. Wolf Singer at the Max-Planck Institute for Brain Research, before receiving a PhD in neuroscience working with Dr. Michael Stryker at the University of California, San Francisco in 1996. He then helped to launch the RIKEN Brain Science Institute as lab head for neuronal circuit development and served as group director (and now special advisor) before returning to the United States in 2006.Professor Hensch has received several honors, including the Society for Neuroscience Young Investigator Award in both Japan (2001 Tsukahara Prize) and the United States (2005), as well as an NIH Director’s Pioneer Award (2007). He currently directs the NIMH Silvio O. Conte Center for Basic Mental Health Research at Harvard. He serves on the editorial board of various journals, including Journal of Neuroscience, Journal of Neurodevelopmental Disorders, Neural Development, Neuroscience Research, Frontiers in Neural Circuits, and Neuron.Professor Hensch’s research focuses on critical periods in brain development. By applying cellular and molecular biology techniques to neural systems, his lab identified pivotal inhibitory circuits that orchestrate structural and functional rewiring of connections in response to early sensory experience. His work affects not only the basic understanding of brain development, but also therapeutic approaches to devastating cognitive disorders later in life.

    Constraints on Statistical Learning in Infancy

    Speaker: Scott P. Johnson, University of California, Los Angeles
    Chair: Amanda Woodward, University of Chicago
    Event 2-100, Friday, 12:00 PM - 1:30 PM, Room 204C (Penn Convention Center, 200 Level)

    Abstract. Statistical learning is the process of identifying patterns of probabilistic co-occurrence among stimulus features, essential to our ability to perceive the world as predictable and stable. Research on auditory statistical learning has revealed that infants use statistical properties of linguistic input to discover structure--including sound patterns, words, and the beginnings of grammar--that may facilitate language acquisition. Previous research on visual statistical learning revealed abilities to discriminate probabilities in visual sequences, leading to claims of a domain-general learning device that is available early in life, perhaps at birth. In this talk, I will present new research on visual statistical learning, rule learning, finite state grammar learning, and causal structure learning from infants, adults, and computational models. This research challenges claims of domain-generality and works toward the twin goals of understanding perceptual and memory constraints on learning and providing a mechanistic explanation of the computations underlying performance in statistical learning tasks.

    Biography. Scott P. Johnson is a Professor of Psychology and a Professor of Psychiatry & Biobehavioral Sciences at UCLA, and he directs research at the UCLA Baby Lab.  He earned his PhD from Arizona State University and conducted postdoctoral research at the Center for Visual Science at the University of Rochester.  His work has been supported since 1995 by grants from the ESRC, NSF, and NIH, and he has provided editorial service to several journals (e.g., Child Development, Cognition, Developmental Psychology, Infancy) and national and international granting agencies.  Johnson's research examines perceptual, cognitive, motor, social, and cortical development in typically-developing infants and infants at elevated risk for autism.  Current research interests focus on social cognition, visual attention, and learning mechanisms in infancy.

    Morality: Origins, Context, and Development

    Speaker: Melanie A. Killen, Professor of Human Development and Quantitative Methodology, University of Maryland
    Chair: Judith G, Smetana, University of Rochester
    Event 2-099, Friday, 12:00 PM - 1:30 PM, Salon E (Marriott, Level 5)

    Abstract. Morality is fundamental to social life, serving to provide a core set of principles and norms for how individuals interact, communicate, and live together. In this talk, I provide a brief overview of the field and then a focused portrayal of research on how morality emerges, functions, develops, and changes in children’s and adolescents’ lives.  This will include research on 1) morality and intentionality, including mental state knowledge, 2) morality and intergroup attitudes, including social exclusion, group identity, and prejudice, and 3) morality in the context of resource allocation, others’ welfare, and social justice. A complex task for individuals is to coordinate conflicting social concerns when making morally relevant decisions, particularly when biases are often pervasive and implicit. To have a broader impact it is essential to understand the developmental origins of this process. Ultimately, the goals of this research are to promote children’s well-being and healthy social development.

    Biography. Melanie Killen, Ph.D. (University of California, Berkeley) is Professor of Human Development and Quantitative Methodology, Professor of Psychology (Affiliate), and Associate Director, Center for Children, Relationships, and Culture, at the University of Maryland.  She is author of Children and Social Exclusion: Morality, Prejudice and Group Identity with Adam Rutland, co-editor of Social Development in Childhood and Adolescence: A Contemporary Reader with Robert Coplan, and co-editor of the Handbook of Moral Development with Judi Smetana. Dr. Killen has received funding from NSF and NICHD for her research on social exclusion, moral reasoning, and intergroup attitudes.  Dr. Killen served as Associate Editor for Child Development, on the Governing Council of SRCD, and is a Fellow of APS, APA, and SPSSI. Commissioned by Anderson Cooper, Dr. Killen’s team conducted a study which aired on CNN AC360, “Kids on Race: The Hidden Picture”, and won an Emmy Award for Outstanding News and Analysis, 2013.

    Follow-Up Discussion Session immediately following:
    Invited Conversation Roundtable: Getting Out the Message: Child Development Research-Media Collaborations

    Friday, 1:30 PM - 3:00 PM, Salon E (Marriott, Level 5)

    Moderator: Ashley Merryman, Author /Journalist/Attorney
    Abstract. As moderator, I will lead the conversation of the roundtable with Kerry Rubin and Melanie Killen. We'll begin with a discussion of the CNN/Killen Lab project on "Kids and Race: The Hidden Picture," which was aired in April, 2012.  We will talk about how the project came about, and how CNN and the Killen Lab worked together during the research and documentary filming. Using this project as a jumping-off point, we'll turn our attention to how research is conducted by university labs and news organizations. We'll address their respective commonalties and differences in procedures, legal and ethical reviews, and sheer practical demands. We'll then talk about where scientific research and the media go from here – how we can make sure that the media finds the best science to report, while scientists understand how their work fits in with public discourse.

    Panelist 1 - Kerry Rubin, Senior Producer, CNN’s Anderson Cooper 360
    Abstract. My role as panel member of the Conversation Roundtable is to provide the media viewpoint, and what has motivated CNN to conduct media/research collaborations.  Starting with “Kids on Race: The Hidden Picture,” I will discuss how we undertake these projects, and what we view as the larger mission to accomplish.  Working with university researchers involves forging into new territory, and we will discuss how we go about this and what it entails in terms of communication and shared goals. Our goal is to create a story that is accessible for a wide audience, and one that is compelling and engaging. We will discuss the challenges and what CNN envisions for the future.

    Panelist 2 - Melanie Killen, Professor of Human Development and Quantitative Methodology, University of Maryland
    Abstract. The goal of this conversation roundtable is to discuss collaborations between developmental science researchers and television media when executing empirical studies designed to provide new knowledge and create a story for broadcast news. I will talk about how my team made our pitch to the CNN AC360 staff in New York City, selected schools in New Jersey, Maryland, and Virginia to collect the data, which was filmed, conducted data analyses, and worked on the scripts. Scientific integrity is a fundamental principle for researchers. As well, journalistic freedom is central for media.  Embarking on these types of collaborations can pose challenges for preserving both principles. Journalists have a vision for what works for a story; social scientists have a concern for how data and findings should be portrayed and interpreted. Making it work takes open communication and a sense of a shared goal; the broader impacts are educational and newsworthy. 

    Moderator Biography. With Po Bronson, Ashley Merryman is an award-winning journalist and author of two New York Times bestsellers: NurtureShock: New Thinking About Children and Top Dog: The Science of Winning and Losing. NurtureShock has been translated into 19 languages to date, and Top Dog foreign language editions are forthcoming. Merryman has written for the New York Times, Newsweek, Time, New York, the Washington Post, the Guardian, the Huffington Post, the Daily Beast, and many others. For their work, Merryman and Bronson have won nine national awards including: the PEN Center USA Literary Award for Journalism and the American Association for the Advancement of Science (AAAS) Award for Science Journalism. Merryman has a Bachelor of Fine Arts from the USC School of Cinematic Arts and a Juris Doctorate from Georgetown University. An attorney, Merryman previously served as a speechwriter and in other positions in the Clinton Administration.

    Panelist 1 Biography. Kerry Rubin is a Senior Producer with CNN's Anderson Cooper 360, where she oversees all interview segments and special projects.  In her role as producer of social science stories she works closely with Anderson Cooper identifying topics for research/media collaborations. Rubin creates the CNN team to work with the university researchers and provides feedback on the design and goals of the project. She has won two Emmy awards for special reports rooted in partnerships with child developmental experts, along with DuPont and Peabody awards for her role in CNN’s reporting on Hurricane Katrina and the BP oil spill.  Rubin is the co-author of the critically acclaimed book, Midlife Crisis At 30: How the stakes have changed for a new generation, which was quoted extensively in Anne Marie Slaughter's influential essay "Why Women Still Can’t Have It All." She lives in Hoboken, NJ with her husband and two young children.

    Panelist 2 Biography. Melanie Killen is Professor of Human Development and Quantitative Methodology and Professor of Psychology (Affiliate) at the University of Maryland. She studies moral reasoning, social exclusion, intergroup attitudes, prejudice in childhood, and social cognitive development. She is author of Children and Social Exclusion: Morality, Prejudice and Group Identity (2011) with Adam Rutland, and co-editor of the Handbook of Moral Development (2006, 2014) with Judi Smetana. Dr. Killen has received funding from NSF and NICHD for her research, and is the Director of a NICHD Training Program in Social Development. She served as Associate Editor for Child Development and has served on the Governing Council of SRCD. She received her Ph.D. from UC Berkeley. Commissioned by Anderson Cooper and working with Senior Producer Kerry Rubin, Dr. Killen’s team conducted a study which aired on CNN AC360, “Kids on Race: The Hidden Picture”, winning an Emmy Award for Outstanding News and Analysis, 2013. 

    The Evolutionary Origins of Human Cognitive Development: Insights from Research on Chimpanzees

    Speaker: Tetsuro Matsuzawa, Primate Research Institute, Kyoto University
    Chair: Andrew Whiten, University of St. Andrews
    Event 3-097, Saturday, 12:00 PM - 1:30 PM, Salon E (Marriott, Level 5)

    Abstract. I compare cognitive development in humans with that of chimpanzees. Humans and chimpanzees are largely similar at early developmental stages, however, there remain several crucial differences. Chimpanzees lack social referencing ability and have been very rarely observed to engage in general imitation and active teaching. Young chimpanzees possess exceptional working memory capacities often superior to those of human adults. In contrast, their ability to learn the meaning of symbols is relatively poor. Human infants are typically raised by more than one adult, not only the mother, but also the father, siblings, grandparents, and the other members of the community.  The human infant is characterized by the stable supine posture of the neonate that enables face-to-face communication via facial expressions, vocal exchange, manual gestures, and object manipulation because both hands are free. The stable supine posture helps to make us human.  The development of social cognition in humans may be integrally linked to this mother-infant relationship and the species-specific way of rearing the children. In sum, based on the parallel effort of the fieldwork and the laboratory work of chimpanzees, I present possible evolutionary and ontogenetic explanations for aspects of cognition that are uniquely human. 

    Biography. Tetsuro Matsuzawa is a Professor at the Primate Research Institute, Kyoto University, Japan. He has studied chimpanzee cognition both in the laboratory and in the wild. The ‘Ai Project' began in 1978 with the study of language-like skills and number concepts in the female chimpanzee, Ai.  As the parallel effort, since 1986, he has recorded the behavior of a group of chimpanzees in Bossou-Nimba, Guinea, West Africa. This population of chimpanzees uses a pair of mobile stones, as hammer and anvil, to crack open oil-palm nuts. Researchers have documented this unique behavior in detail. His publications include: "Primate origins of human cognition and behavior", 2001; "Cognitive development in chimpanzees", 2006; "Chimpanzees of Bossou and Nimba", 2011.  He was awarded the Jane Goodall Award in 2001, the Medal of Purple Ribbon in 2007, and the Person of Cultural Merit in 2013. He is also the Editor-in–chief of the journal “Primates”, the general director of Japan Monkey Centre, and the current President of the International Primatological Society.

    Ethnic-Racial Identity Across Space and Time: Considerations for Future Research and Intervention

    Speaker: Adriana J. Umaña-Taylor, Foundation Professor, Arizona State University
    Chair: Oscar A. Barbarin, Tulane University
    Event 1-158, Thursday, 4:05 PM - 5:35 PM, Salon E (Marriott, Level 5)

    Abstract. Research on ethnic identity and on racial identity has grown exponentially in the past 25 years and has resulted in significant conceptual and methodological advances, including the introduction of the Ethnic-Racial Identity (ERI) meta-construct. ERI is recognized as a key aspect of normative development among ethnic minority youth, and numerous studies have demonstrated the promotive and/or protective function that this developmental resource can serve. This work also has led to a more nuanced understanding of the construct, with findings illustrating the complexity with which ERI develops across space (e.g., school, family, neighborhoods) and time (e.g., developmental period). In this talk, I will present a timeline of progress that has been made in the study of ERI, highlighting major conceptual and methodological advances, best practices for research on ERI, and directions for future research that are essential to move our understanding of this important construct forward. I will conclude with a discussion of how ERI may provide an ideal, non-stigmatizing approach for preventive intervention work with ethnic minority youth.

    Biography. Adriana J. Umaña-Taylor is a Foundation Professor at Arizona State University in the T. Denny Sanford School of Social and Family Dynamics. She received her B.A. in Psychology and her M.S. in Child Development and Family Relationships, both from the University of Texas at Austin; she received her PhD in Human Development and Family Studies from the University of Missouri-Columbia. Her research focuses on ethnic identity formation, familial socialization processes, and culturally informed risk and protective factors. Her expertise lies primarily in the developmental period of adolescence, and her work is largely informed by an ecological framework, with an emphasis on understanding how individual and contextual factors interact to inform adolescent development and adjustment. Dr. Umaña-Taylor takes an interdisciplinary approach to her work, drawing from developmental psychology, social psychology, community and cultural psychology, family studies, and sociology. She currently serves on multiple editorial boards (e.g., Child Development, Cultural Diversity & Ethnic Minority Psychology, Journal of Marriage and Family), and as a Study Section member of a review panel for the National Institutes of Health. She has served as a member of the Executive Council of the Society for Research on Adolescence and as a member of the Board of Directors for the National Council on Family Relations. Her work is currently funded by the National Institutes of Health.

    Afterschool Programs: Expanding Learning Opportunities, Reducing Achievement Gaps

    Speaker: Deborah Lowe Vandell, Dean, School of Education, University of California, Irvine
    Chair: Nancy Peter, University of Pennsylvania
    Event 1-004, Thursday, 10:10 AM - 11:40 AM, Salon H (Marriott, Level 5)

    Abstract: Over a 25-year period, key ingredients of impactful afterschool programs have been identified.  In this presentation, I’ll consider robust short-term effects of quality, intensity, and duration of afterschool programs on social and academic development as well as evidence of meaningful long-term effects in these domains. Findings that low-income children may benefit the most from afterschool programs are presented along with emerging evidence that early child care and afterschool programs play unique and complementary roles. Collectively, these findings underscore the importance of out-of-school time as a developmental context that warrants further attention by researchers, educators, and policy makers.

    Biography: Deborah Lowe Vandell is Professor and Dean of Education at the University of California, Irvine where she also holds an appointment as Professor of Psychology and Social Behavior. The author of more than 150 articles and three books, Vandell studies the short-term and long-term effects of developmental contexts (early child care, out-of-school settings, families, schools) on children’s social, behavioral, and academic functioning.  Her out-of-school work includes studies of afterschool and summer programs, extracurricular activities, and unsupervised settings, with a particular focus on the effects of these contexts on low-income children of color. Vandell has been elected to the National Academy of Education and to SRCD’s Governing Council. She is a fellow of the American Psychological Association, the American Psychological Society, and the American Educational Research Association.

    Invited State-of-the-Art Addresses

    Good Behavior: Coding, Sharing, and Repurposing Video

    Speaker: Karen E. Adolph, Professor of Psychology and Neural Science, New York University
    Chair: Peter M. Viston, College of William and Mary
    Event 3-049, Saturday, 9:55 AM - 10:55 AM, Room 204C (Penn Convention Center, 200 Level)

    Abstract. Behavior is infinitely rich. In both natural and laboratory settings, children exhibit an extraordinary array of behaviors—visual exploration, facial expressions, speech, gestures, locomotion, and social interactions. Video captures much of this richness and complexity, so for most developmental scientists, video forms the backbone of their research programs. In this talk, I describe how tools for video coding, exploration, and visualization can help researchers to mine the richness of their video data. I urge researchers to spread the wealth by sharing videos among a community of like-minded researchers and I address central concerns about participants’ privacy, appropriate attribution, and data curation. I conclude with examples of how video data can be repurposed to ask new questions beyond the scope of the original study. In this sense, all behavior is good behavior—valuable to other researchers and capable of yielding new insights into the causes and consequences of learning and development. 

    Biography. Karen E. Adolph is Professor of Psychology and Neuroscience at New York University. She received her B.A. from Sarah Lawrence College, her Ph.D. from Emory University, and completed a postdoctoral fellowship at the Albert Einstein College of Medicine. Adolph leads the project to enable video data sharing among developmental scientists. She is a Fellow of APA and APS and President of the International Society for Infant Studies. She received a Cattell Sabbatical Award, the APF Fantz Memorial Award, the APA Boyd McCandless Award, the ISIS Young Investigator Award, FIRST and MERIT awards from NICHD, and four teaching awards from NYU. She chaired the NIH study section on Motor Function and Speech Rehabilitation and is on the Advisory Board of the McDonnell Foundation and the editorial board of Developmental Psychobiology. Adolph’s research examines effects of body growth, exploratory activity, environmental and social supports, and culture on perceptual-motor learning and development.

    Follow-Up Discussion Session immediately after with Dr. Adolph in
    Room 203A (next to Room 204C) from 11:00 AM - 11:30 AM

    Principles and Practice of Sociometric Measurement

    Speaker: Antonius H. N. Cillessen, Ph.D., Radboud University Nijmegen
    Chair: Karen L. Bierman, The Pennsylvania State University
    Event 3-146, Saturday, 1:55 PM - 2:55 PM, Room 204C (Penn Convention Center, 200 Level)

    Abstract. Sociometric methods have been used since the 1930s for the assessment of peer relationships in childhood and adolescence. This presentation will provide an overview of the methods that have been used and their variations, including the most recent trends, and specific guidelines and practical recommendations for the use of sociometric methods with children and adolescents today. The presentation will be guided by a division in the three main elements of a sociometric procedure: (1) method of data collection, (2) quantification of sociometric scores, and (3) issues of classification. The presentation will also be guided by a focus on the five main sociometric dimensions: acceptance, rejection, social preference, social impact, and popularity. Attention will be given to the psychometric properties of sociometric data (reliability, validity), modern methods of data collection such as computerized sociometric and peer assessments, and the use of continuous scores versus sociometric status categories in research and applications.

    Biography. Antonius H. N. (Toon) Cillessen received his Ph.D. from Radboud University in The Netherlands in 1991. He was a post-doctoral researcher with John D. Coie at Duke University from 1991-1994, and assistant and associate professor of psychology at the University of Connecticut from 1994-2006. He is professor of developmental psychology at Radboud University since 2006, and director of the Behavioural Science Institute since 2013. His research focuses on child and adolescent peer relationships, with special interests in aggression and antisocial behavior, social dominance and peer influence, and the assessment of peer relationships with sociometric methods. He is also interested in quantitative methods for developmental research (nested designs in dyads and groups, social networks, longitudinal data analysis). He has directed longitudinal studies in which sociometric assessments were central (Manchester Youth Study, Nijmegen Longitudinal Study). He is consulting editor for Developmental Psychology, International Journal of Behavioral Development, Merrill-Palmer Quarterly, and Social Development.

    Follow-Up Discussion Session immediately after with Dr. Cillessen in
    Room 203A (next to Room 204C) from 3:00 PM - 3:30 PM

    Invited Symposia

    Taking it to the Streets: Developmental Science Goes Live

    Kathy Hirsh-Pasek, Debra and Stanley Lefkowitz Fellow, Temple University
    Roberta Michnick Golinkoff, Unidel H. Rodney Sharp Professor, University of Delaware
    Event, 3-147 Saturday, 1:55 PM - 3:25 PM, Salon H (Marriott, Level 5)

    Integrative Statement. 

    Science affects the average man and woman ... He or she benefits by its application driving a motor-car …
    instead of a horse-drawn vehicle, [by] being treated for disease by a doctor or surgeon rather than a witch...

    J. B. S. Haldane (1892-1964), the English geneticist and biometrician and author of this quotation, recognized that the application of science to human lives was inevitable. Our science needs to grapple with how we move beyond our “horse-drawn vehicles” to conduct translational research. We also need to disseminate our findings to the public and policy makers. This special session addresses two broad goals: First, we illustrate some ways in which developmental science has been translated.  Taken out of the lab and applied to problems in the world, the projects we will discuss set an example for our incipient power to improve children’s and families lives.  Second, the speakers discuss dissemination of the findings of our science. Our knowledge age demands that developmental researchers communicate their findings in what we call “edible science” -- small bites that are accessible, digestible and usable.  The purpose of the one-hour discussion that follows the session is to brainstorm about additional ways that researchers might apply and disseminate their own work.

    Biography. Kathryn Hirsh-Pasek is the Stanley and Debra Lefkowitz Faculty Fellow in the Department of Psychology at Temple University. An author of 12 books and hundreds of publications, she is the recipient of the American Psychological Association’s Bronfenbrenner Award, the American Psychological Association’s Award for Distinguished Service to Psychological Science, the Association for Psychological Science James McKeen Cattell Award and the APA Distinguished Lecturer Award. She is a Fellow of the American Psychological Association and the American Psychological Society, is the President Elect of the International Society for Infant Studies and served as the Associate Editor of Child Development. Her book, Einstein never used Flashcards: How children really learn and why they need to play more and memorize less, (Rodale Books) won the prestigious Books for Better Life Award as the best psychology book in 2003. Kathy received her bachelor’s degree from the University of Pittsburgh and her Ph.D. from the University of Pennsylvania.

    Biography. Roberta Michnick Golinkoff (PhD, Cornell University) is Unidel H. Rodney Sharp Professor of Education, Psychology, and Linguistics, University of Delaware. Awarded numerous prizes from APA and APS, and a fellowship from the John Simon Guggenheim Foundation, funding for her research comes from NSF, NIH, and IES.  She served as associate editor of Child Development, and authored over 150 journal publications, book chapters, and 12 books and monographs.  Passionate about the dissemination of developmental science for improving children’s and families’ lives, she also writes books for parents and practitioners and lectures internationally about language development, playful learning, and spatial development.  With her chief collaborator Kathy Hirsh-Pasek, she co-founded the Ultimate Block Party movement to celebrate the science of learning and play.  She has appeared on numerous radio and television shows and in print media and never turns down an opportunity to spread the findings of psychological science to the lay public.

    Presentation 1 - Writing About Children in a Way That Grown-Ups Can Understand
    Alison Gopnik, University of California, Berkeley

    Presentation 2 - Moving an Evidence-Based Intervention for High-Risk Parents Into the Community
    Mary Dozier; Caroline Roben; EB Meade, University of Delaware

    Presentation 3 - Three Stories About Language: Translational Science at Work
    Kathryn A. Hirsh-Pasek, Temple University; Roberta Michnick Golinkoff, University of Delaware

    Presentation 4 - Getting It Out There: Disseminating Edible Developmental Science 
    Roberta Michnick Golinkoff, University of Delaware; Kathryn A. Hirsh-Pasek, Temple University

    Follow-Up Discussion Session immediately after with session participants in
    Salon I (across the hall from Salon H) from 3:30 PM - 4:30 PM

    Methodological Approaches to the Study of Racial/Ethnic Dynamics Across Contexts

    Chair: Diane L. Hughes, New York University
    Event 3-098, Saturday, 12:00 PM - 1:30 PM, Room 204C (Penn Convention center, 200 Level)

    Integrative Statement. Over the past two decades, we have witnessed a growing interest within developmental psychology in understanding issues particularly relevant to youth of color, such as racial/ethnic identity, socialization, discrimination, and inter-group relations.  Although much knowledge has been gained from this work, we believe that much remains to be understood. In particular, to more fully understand the consequences of these dynamics for youths’ development over time, researchers need to gain a more nuanced understanding of how they operate “up close”.  In this symposium, we feature scholars who have been immersed in seeking to gain such an up-close perspective, who will describe favored methodologies for understanding these dynamics. Dr. Robert Sellers will explore the use of person centered approaches to quantitative survey based data. Dr. Tiffany Yips will consider the purposes for which closely spaced repeated assessments – such as those used in daily diary methods – can help untangle intra-individual causal processes. Dr. Enrique Neblett discusses how  physiological and biological can help us understand mechanisms and process through which racial/ethnic dynamics may shape development. Dr. Diane Hughes will describe how the using multiple methods – both across a program of research and within a single study – can contribute to researchers conceptual understanding of these racial/ethnic dynamics. This set of presentations will be followed by a break-out question/answer period in which presenters and the audience will think together about new methods for moving the study of these dynamics forward.

    Biography. Diane Hughes is Professor of Applied Psychology in the Steinhardt School of Culture, Development, and Education at New York University. Her research focuses on racial dynamics in social settings (families, classrooms, schools, workplaces, neighborhoods) in relation to early adolescent development and to parenting beliefs and practices. She is also interested in strategies for identifying cultural knowledge and conducting culturally anchored research   Hughes received her B.A. in Psychology and African American Studies from Williams College and her Ph.D. in Community and Developmental Psychology from the University of Michigan.  She is former chair of the John D. and Catherine T. MacArthur Foundations’ Sub-committee on Ethnic Diversity in mid-Life and member of the Carnegie Corporations Consortium on Intergroup Relations among Youth.  Her research has been supported by the Carnegie Corporation of New York, the John D. and Catherine T. MacArthur Foundation, and the William T. Grant Foundation, the National Institute of Mental Health, the National Science Foundation, and the National Institute of Child Health and Human Development.

    Presentation 1 - Tiffany Yip, Fordham University
    Presentation 2 - Robert M. Sellers, University of Michigan
    Presentation 3 - Enrique W. Neblett, Jr, University of North Carolina, Chapel Hill
    Presentation 4 - Diane L. Hughes, New York University

    Follow-Up Discussion Session immediately after with session participants in
    Room 203A (next to Room 204C) from 1:40 PM - 2:10 PM

    The Contributions of Bronfenbrenner’s Bio-Ecological Model: Looking Back and Looking Forward

    Chair: Pamela A. Morris, Professor of Applied Psychology in the Steinhardt School and Director of the Institute of Human Development and Social Change (IHDSC), New York University
    Event 2-003, Friday, 8:00 AM - 9:30 AM, Salon E (Marriott, Level 5)

    Integrative Statement. Urie Bronfenbrenner’s bio-ecological model (Bronfenbrenner & Morris, 1998; 2006) has had a profound influence on the study of human development in context across the life course.  In this symposium, former students and colleagues of Bronfenbrenner will present theory and findings from their own research programs over the last decade that have been informed by this influential model, and which, in the tradition espoused by Bronfenbrenner’s call to “science in the discovery mode”, continue to support the evolving nature of the model. Gary Evans, Lawrence Steinberg, Ann Crouter, and Pamela Morris, will each present their research efforts that have examined key aspects of Bronfenbrenner’s final 2006 conceptualization of the bioecological model.  They will discuss evidence for the original tenets of the bioecological model as well as ways in which theory and findings from their own and other’s work that has emerged over the last 10 years adapt, deepen, and extend the model in key ways.  In so doing, the panel will provide reflections on the development of a revised “bioecological model” that can guide the study of human development in context for the next decade and beyond.   

    Biography. Pamela A. Morris is a Professor of Applied Psychology in the Steinhardt School and Director of the Institute of Human Development and Social Change (IHDSC), New York University and a Senior Fellow at MDRC.  At the intersection of social policy and developmental psychology, Morris’ research ranges from antipoverty initiatives to early childhood interventions.  Examples of her current work include large-scale randomized experiments of enhancements to preschool, work with NYCs Department of Education to strengthen the research architecture in the context of their historic Pre-k expansion, and the study of an integrated primary/secondary parenting intervention within the population-scalable pediatric care platform.  A former William T. Grant scholar, Morris serves on the National Academy of Science’s Board on Children, Youth, and Families. As Director of IHDSC, Morris manages a portfolio of $40 million and brings together more than 100 faculty and students from three schools at NYU in research, training, practice, and policy..

    Presentation 1 -  Multiple Legacies of Urie
    Gary W. Evans, Cornell University

    Presentation 2 - Beyond the Microsystem: How Urie Bronfenbrenner Helped Launch the Scientific Study of Adolescence
    Laurence Steinberg, Temple University

    Presentation 3 - Revisiting Work and Family Through Time and Space
    Ann C. Crouter, Penn State University

    Presentation 4 - From the Lab to the Contexts in which Children Live and Grow: Historical Perspectives on the Field
    Pamela Morris and Maia Connors, New York University

    Advancing Global Research into Positive Youth Development

    Chair: Anne C. Petersen, University of Michigan
    Event 2-001, Friday, 8:00 AM - 9:30 AM, Room 204C (Penn Convention Center, 200 Level)

    Integrative Statement. This symposium will highlight some of the research presented at the SRCD Special Topic Meeting in October 2014 in Prague, CZ, the first SRCD meeting outside North America. The meeting featured global research on youth development in the context of economic changes over the last decade. Of special interest were interventions intended to support positive development in the context of social change as well as policy that has or could make a difference.

    This topic was important because youth have been particularly hard hit by the global economic recession. Many young people are trapped in endless cycles of unemployment or underemployment, and often returning to education because of lack of job opportunities. Alarmingly, increasing numbers of skilled young graduates migrate for a better future to wealthier countries. The “brain drain” from less wealthy societies is one of the deep wounds of the current crisis. However, the economic crisis may also have long-lasting and pervasive consequences for youth’s adaptation and development. It thwarts the aspirations and goals for the future of young people, and presents serious obstacles to their professional and personal adaptation. For example, in Europe, the current cohort of young people is referred to as “the lost generation”.

    The first three presenters in this session will highlight key issues in the global research, using their own data. The last presentation will summarize key findings from the Prague meeting, including conclusions about needed future research opportunities.

    Biography. Anne Petersen is Research Professor UMichigan, CHGD, and ASC/STEM and Founder/President, Global Philanthropy Alliance (making grants in Africa). She leads/serves on several voluntary boards/committees.

    • Petersen was (reverse chronologically): (1) Deputy Director, CASBS/Psychology Professor, StanfordU; (2) Senior VP Programs/Corporate Officer, WK Kellogg Foundation; (3) US President-nominated/Senate-confirmed NSF Deputy Director/COO; (4) first VP Research, UMinnesota, Graduate Dean, Professor (ICD & Peds); (5) PSU Department Head & founding Dean, CHHD, Professor Health & HD; (6) UChicago faculty; (7) AssocDir, MacArthur Foundation Health Program. 
    • Petersen has authored 12 books, >300 articles, on adolescent and gender issues (health and development, cognition), evaluation and research methods, youth and science policy. Her honors include election to:  IOM (National Academies), Fellow in several scientific societies including AAAS, APA (three divisions), and founding Fellow of APS. She co-founded the SRA and was President of several scientific societies including ISSBD.
    • Petersen earned all degrees at UChicago: BA mathematics, MS statistics, PhD measurement, evaluation, and statistical analysis.       

    Presentation 1 - Positive Youth Development and Social Change: Insights and Research Needs
    Rainer K. Silbereisen, University of Jena, Germany

    Presentation 2 - Positive Youth Development during the Greek Economic Crisis: A Multilevel, Cohort, Cross-sectional Study of Immigrant and Nonimmigrant Adolescents
    Frosso Motti, University of Athens, Greece

    Presentation 3Positive Youth Development in Latin America
    Silvia H. Koller, 
    Universidade Federal do Rio Grande do Sul, Brazil

    Presentation 4 - Global Perspectives on Positive Youth Development: Challenges and Opportunities
    Anne C. Petersen, University of Michigan

    Invited State-of-the-Art Symposium

    Best Practices in Statistical Methodology for Developmental Science Research

    Chair: Margaret Burchinal, Research Professor of Psychology, University of North Carolina, Chapel Hill
    Event 2-051, Friday, 9:55 AM - 11:25 AM, Salon G (Marriott, Level 5)

    Integrative Statement. Best practices in statistical methodologies for developmental science research describe statistical approaches that are believed to provide the strongest methodologies for this field.  Within the past ten year, there have been major advances in the statistical methods used by developmental researchers.  This symposium describes best practices in three areas: causal inference and bias reduction, mediation and moderation, and longitudinal data analysis.  Each of these areas are crucial for addressing developmental research questions.  Elizabeth Votruba-Drzal will describe issues involved in addressing causal inferences from developmental studies and will present approaches that can be used with observational data that can reduce selection bias.  Todd Little will discuss issues involved with testing hypotheses of mediation and moderation that are typically central to developmental theories, and will provide guidance regarding best practices for identifying the most appropriate and powerful methods for testing mediation and moderation in developmental studies.  Margaret Burchinal will talk about issues involved with testing hypotheses regarding development using longitudinal data, and will describe variable-centered and person-centered longitudinal analysis approaches.  Each presenter will discuss the issues, the statistical methods, and provide an exemplary analysis.  

    Biography. Dr. Burchinal is a Research Professor of Psychology and  Director of the Data Management and Statistics Core at the FPG Child Development Institute at the University of North Carolina at Chapel HillShe served as the primary statistician for many educational studies of early childhood, including the Abecedarian project, Cost, Quality and Outcomes Study, and the NICHD Study of Early Child Care.  As an applied methodologist, she helped to demonstrate that sophisticated methods such as meta-analysis, fixed-effect modeling, hierarchical linear modeling, piecewise regression, and generalized estimating equations provide developmental researchers with advanced techniques to address important issues for research and policy.  In addition, she has pursued her substantive interest in early education as a means to improve school readiness for at-risk children.

    Presentation 1 - Causal Inference
    Elizabeth Votruba-Drzal, Associate Professor of Psychology, University of Pittsburgh
    Many important questions that we seek to address about child development are not conducive to randomized experiments.  Instead, as developmental scholars we often must rely on rich observational measures of children as they grow in the contexts of families, schools, and communities.  The heavy reliance on non-experimental data that characterizes so much of the research in our discipline raises major concerns of selection bias.  In the last ten years, increased emphasis has been placed on adequately reducing concerns of unobserved heterogeneity by journal editors and grant reviewers through the use of techniques such as instrumental variables, fixed-effects, and propensity score methods.  In this talk, I will highlight my own use of these techniques in research addressing a wide range of questions, using data from large and nationally representative sources.  In addition, I will reflect on the strengths and shortcomings of these approaches and highlight important considerations for developmental researchers.

    Presentation 2 - Mediation and Moderation 
    Todd Little, Professor, Educational Psychology and Leadership, Texas Tech
    Abstract. Multivariate prediction, mediated effects, and moderated associations are constantly mis-understood concepts. Moreover the proper tests that should be employed to evaluate their influence are constantly mis-applied. I will highlight best-practice tests and techniques for evaluated the significance these complex influences. I’ll emphasize latent variable modeling approaches and address the importance of testing the various assumptions that underlie such statistical tests. The importance of conducting these statistical tests properly is critical to the verisimilitude of any causal inferences. Particularly for the field of human development, proper testing is a matter of social justice because so much of today’s policy and practice are based on the mis-guided interpretations of poor statistical practice.

    Presentation 3 - Longitudinal Methods
    Margaret (Peg) Burchinal, Research Professor of Psychology, University of North Carolina, Chapel Hill
    Abstract. Describing development is one of the fundamental goals of developmental science.  A wide variety of statistical approaches tare available to describe development from longitudinal data.  These approaches vary in terms of the assumptions  regarding whether the focus is on individual differences or on identifying prototypic patterns of development.  Within this framework, variable-centered and latent class/profile approaches will be presented and contrasted.  An exemplary analysis will be presented.

    Follow-Up Discussion Session immediately after with session participants in
    Salon L (across the hall from Salon G) from 11:30 AM - 12:00 PM

    Invited Views by Two

    Digital Games, Learning and the Brain: Is Playing Video Games a Waste of Time?

    Moderator: Rachel Barr, Georgetown University
    Event 1-155, Thursday, 4:05 PM - 5:20 PM, Room 204C (Penn Convention Center, 200 Level)

    Panelist 1 - Daphne Bavelier, Director of the Brain and Learning Lab, U. of Rochester NY & U. of Geneva, Switzerland
    View 1 - From chatting on the internet to playing video games, technology has invaded all aspects of our lives. For better or for worse, it is changing who we are.  But can we harness technology to effect changes for the better? In the midst of reported negative effects, recent studies show that this might indeed be the case. In a surprising twist, an often-decried activity such as playing action video games enhances various sensory, attentional and cognitive skills.  A training regimen whose benefits are so broad is unprecedented and provides a unique opportunity to identify factors that underlie generalization of learning and principles of  brain plasticity.  Practical applications from education to rehabilitation will be discussed.

    Biography. Daphne Bavelier is a Biology graduate of the Ecole Normale Superieure, Paris, France. In 1992 she received a PhD in Brain and Cognitive Sciences from MIT and then completed her training in human brain plasticity at the Salk Institute. She joined the Neurology faculty at Georgetown University and then moved to the Department of Brain and Cognitive Sciences at the University of Rochester. She is now a Professor Ordinaire in Psychology at the University of Geneva, Switzerland, as well as a Research Professor at the University of Rochester. She is a world-renowned expert on brain plasticity and learning, with a particular focus on how new media such as video game play may be leveraged for cognitive enhancements.


    Panelist 2 – Jan L. Plass, New York University
    View 2 - 
    Digital Games are pervasive, constantly evolving in their complexity and features, and heralded by many as agents for education reform. Arguably, digital games are also among the least understood genres of educational materials. I will first provide a brief summary of the case of using games for learning and will then propose a new design model of playful learning. I will then review empirical research studies my colleagues and I conducted over the past 15 years that investigated a variety of cognitive, social, and emotional design patterns to make games and game-like environments effective learning tools.

    Biography. Jan L. Plass, Ph.D., Paulette Goddard Professor of Digital Media and Learning Sciences in the Steinhardt School of Culture, Education, and Human Development at New York University, co-directs the Games for Learning Institute. He is the founding director of the CREATE Consortium for Research and Evaluation of Advanced Technology in Education, and directs the programs in Educational Communication and Technology at NYU MAGNET. Dr. Plass’ research is at the intersection of cognitive science, learning sciences, and design, and seeks to enhance the effectiveness of interactive visual environments for learning. His current focus is on cognitive and emotional design patterns for simulations and games for math and science education and cognitive skills development. 

    Follow-Up Discussion Session immediately after with session participants in
    Room 203A (next to 204C) from 5:25 PM - 5:55 PM

    From Steroids to Stereotypes: Toward a Comprehensive Understanding of Gender Development

    Moderator: Campbell Leaper, University of California at Santa Cruz
    Event 2-050, Friday, 9:55 AM - 11:10 AM, Salon H (Marriott, Level 5)

    Panelist 1 - Rebecca S. Bigler, Professor of Psychology, University of Texas at Austin
    View 1 - Insights from Environmental Perspectives on Gender

    Abstract. Just as all behavior is the product of biological processes, it is also the product of environmental contexts. The treatment of gender within contexts shows both consistencies and inconsistencies across time and place, and is known to play a causal role in shaping children’s social-emotional, cognitive, and behavioral outcomes. This talk highlights the contributions of developmental science to understanding the mechanisms by which context contributes to the gender differentiation of children’s aptitudes, interests, preferences, and behavior.

    Biography. Rebecca S. Bigler is Professor of Psychology and Women’s and Gender Studies at the University of Texas at Austin. Ze received a B.A. from Oberlin College and Ph.D. from The Pennsylvania State University before joining the faculty at UT-Austin in 1991. Ze studies the causes and consequences of social stereotyping and prejudice among children, with a particular focus on gender and racial attitudes. Ze has also worked to develop and test intervention strategies aimed at reducing children’s social stereotyping and intergroup biases. Ze is currently the Executive Director of the American Council for Coeducational Schooling and supports the use of gender-neutral language, including the gender-neutral pronoun “ze.”

    Panelist 2 - Melissa Hines, University of Cambridge
    View 2 - Insights from Biological Perspectives on Gender

    Abstract. Research examining the influences of the prenatal hormone environment on human gender development illustrates that biological and environmental influences on gender development often cannot be clearly separated.  This presentation will describe research evaluating the influences of early testosterone exposure on human gender-related behavior, focusing in particular on children’s play behavior.  The presentation also will raise questions about the mechanisms, such as interactions of hormone effects with the social environment, which might underlie observed links between early testosterone exposure and later behavior.

    Biography. Melissa Hines is Professor of Psychology at the University of Cambridge, where she directs the Hormones and Behaviour Research Laboratory. Her background is in personality and developmental psychology, as well as neuroscience and clinical practice, bringing a multifaceted perspective to her research. Melissa studied at Princeton University (BA), and at the University of California, Los Angeles (UCLA) (PhD).  She has worked in the Department of Psychiatry and Biobehavioral Sciences at UCLA, and in the Departments of Psychology at the University of London and at City University, London.   She is Past-President of the International Academy of Sex Research and a recipient of the Shephard Ivory Franz Award for Distinguished Teaching at UCLA.  Her work has been funded by the National Institutes of Health and by the Wellcome Trust, among others. Current research includes studies of gender development in individuals with Disorders of Sex Development, as well as in typically developing children.

    Follow-Up Discussion Session immediately after with session participants in
    Salon I (across the hall from Salon H) from 11:15 AM - 11:45 AM

    Language Learning by Bilingual Infants: Cognitive, Linguistic and Sociocultural Challenges

    Moderator: Linda B. Smith, Indiana University
    Event 1-157, Thursday, 4:05 PM - 5:20 PM, Salon H (Marriott, Level 5)

    Panelist 1 - Núria Sebastián-Gallés, Professor and Director of the Speech Acquisition and Processing Group at Pompeu Fabra University
    View 1 - Language Learning in a 'Blooming, Buzzing Bilingual Confusion'

    Abstract. Infants are immersed in rich and multidimensional environments, full of linguistic and non-linguistic information. Language learning requires that infants pinpoint the relevant subset of dimensions and weigh them in an appropriate way. How does the baby navigate through the immense search space, such space being dependent on each language? Several types of mechanisms (including not just attention and cognitive control but also social and emotional components) are thus involved in language acquisition. 
    The case of infants raised in bilingual environments face additional challenges. In particular, the same dimensions may be combined in different ways in each of the languages (I.e. the same acoustic dimensions result in language-specific phoneme spaces, often combining dimensions in conflicting ways). How do bilingual-to-be infants face such challenges? How is their learning process adapted?

    Biography. Núria Sebastián-Gallés received her PhD in Experimental Psychology from the University of Barcelona (UB) in 1986. After Post-doctoral training at the Max Plank Institute and the CNRS (Paris), she became Associate Professor at UB in 1988 and Full Professor in 2002. In 2009, she moved to Pompeu Fabra University (UPF). She was a Visiting Scholar at IRCS University of Pennsylvania, ICN University College (London), and the University of Chicago. She coordinated the Consolider-Ingenio consortium (BRAINGLOT). She was recently awarded an ERC Advanced grant (UNDER CONTROL). She is currently Vice-President of the European Research Council (ERC). At UPF's Center for Brain and Cognition, she leads the Speech Acquisition and Processing Research Group. She has over 90 publications in international journals. Her research focuses on learning and language processing with an emphasis on bilingual populations. Her research extends from infants to adults with methodologies based on behavioural, physiological and brain imaging responses.

    Panelist 2 - Anne Fernald, Knowles Professor of Human Biology, Stanford University
    View 2: ‘Deficits’ vs. ‘Differences’ in Early Bilingual Language Learning by Children from Language-Minority Homes

    Abstract. Claims that some learning difficulties in children from lower-SES families are linked to inadequate language stimulation at home - often characterized as a ‘deficit’ perspective – have been criticized as disrespectful of minority families whose cultural traditions of parenting are simply different from those in affluent mainstream families.  It is time to reframe this enduring and unproductive debate.  In the U.S. millions of children from lower-SES families where a minority language is spoken are at risk for low educational attainment.  Bilingual development has many benefits, but can also have potentially serious costs.  The science is clear that many bilingual children enter kindergarten with language deficits that have cascading negative consequences.  Providing additional support for parents of infants in low-SES minority-language families can reduce these disparities.  The more our society understands the critical role of parents in nourishing a young child’s mind starting at birth, the more we all stand to benefit.

    Biography. Anne Fernald is the Josephine Knowles Professor of Human Biology at Stanford University. As director of the Language Learning Lab in the Department of Psychology, she conducts experimental studies of language processing by infants in conjunction with observational studies of caregiver-infant interaction. Fernald’s research team has developed sensitive time-course measures of infants’ real-time comprehension of spoken language. In longitudinal studies with English- and Spanish-learning children from advantaged and disadvantaged families, this research reveals the vital role of early language experience in strengthening speech processing efficiency and vocabulary learning. Fernald is also conducting parallel studies with infants and caregivers in rural villages in Senegal, West Africa. A central goal of this research program is to show how parents from diverse sociocultural backgrounds play a crucial role in supporting their children’s language growth.

    Follow-Up Discussion Session immediately after with session participants in
    Salon I (across the hall from Salon H) from 5:25 PM - 5:55 PM

    Current Views on Autism

    Moderator: Charles A. Nelson, III, Boston Children's Hospital/Harvard Medical School
    Event 3-050, Saturday, 9:55 AM - 11:10AM, Salon H, (Marriott, Level 5)

    Panelist 1: Catherine Lord, Weill Cornell Medical College
    View 1 - Why Do We Need a Concept of Autism Spectrum Disorder? 

    Abstract. Autism Spectrum Disorders (ASD) stem from an original clinical conceptualization based on 11 young children seen by Leo Kanner over 70 years ago.  Although in some respects, the ways in which we think of ASD have changed quite significantly, in other ways the description of primary symptoms has remained very solidly based on this original conceptualization.  We have much more awareness of the developmental trajectories within individuals with ASD and of the complexities of its etiologies.  We have much more awareness of what is actually different about individuals with ASD and those with typical development and what is similar, but a great deal of empirical data that there are a number of ‘spectra” or dimensions that extend from typical development to autism, that relate to each other that are not identical.  Proposals have been made that perhaps we do not need a general conceptualization of ASD and that both research and clinical work would benefit from the separation of the various dimensions that characterize the disorder and that predict outcome. In this panel, I will argue that, despite, the importance of various dimensions, there are unique aspects of the functioning and trajectories of individuals with ASD, compared to other disorders and typical development, that merit its continued status as a specific disorder, that, nonetheless occurs with great variability across individuals.  

    Panelist 2 - Helen Tager-Flusberg, Ph.D., Boston University
    View 2 - The Importance of Conceptualizing ASD as a Developmental Disorder From an Individual Differences Perspective

    Abstract. ASD is a neurodevelopmental disorder that is extremely heterogeneous in its presentation both of core symptom severity (social communicative impairments and repetitive behaviors/restricted interests) and co-occurring conditions (e.g., cognitive level, language, medical and psychopathological conditions).  Moreover, in the majority of children, ASD emerges during the second year of life, but the timing and rate of development varies significantly.  This presentation will focus on the importance of studying within group developmental changes in behavioral, cognitive and neuroimaging studies for advancing knowledge about this complex disorder.  An individual difference approach that incorporates a developmental perspective is more likely to shed light on the mechanisms that underlie the widely varying phenotypes that characterize ASD than the traditional comparison between ASD and typically developing groups matched on arbitrary variables.

    Biography. Helen Tager-Flusberg is Professor of Psychological and Brain Sciences, and Director of the Center for Autism Research Excellence (CARE) at Boston University ( Her current collaborative research programs address the following topics:  (1) early brain and behavioral development in infants at high risk for autism spectrum disorder (funded by NIH and SFARI); (2 the neural bases of language in ASD, specific language development and typical children using fMRI (funded by NIH); (3) investigating brain and behavioral phenotypes associated with the 16p CNV; and (4) as PI of an NIH funded ACE, investigating the neural mechanisms and efficacy of a novel intervention in children with ASD who fail to acquire spoken language.   Dr. Tager-Flusberg is Past-President of the International Society for Autism Research and Associate Editor for the Journal of Neurodevelopmental Disorders.

    Follow-Up Discussion Session immediately after with session participants in
    Salon I (across the hall from Salon H) from 11:15 AM 11:45 AM

    Development of Food Preference and Obesity

    Moderator: John Colombo, University of Kansas
    Event 2-149, Friday, 1:55 PM - 3:10 PM, Room 204C (Penn Convention Center, 200 Level)

    Panelist 1 - Julie A. Mennella, PhD, Member, Monell Chemical Senses Center
    View 1 - "You are what your mother eats." 

    Abstract. Health initiatives address childhood obesity in part by encouraging good nutrition early in life. In this talk, I will highlight the basic science that revealed sensory experiences, beginning early in life, can shape preferences. Mothers eating diets rich in healthy foods can get children off to a good start since flavors are transmitted from the maternal diet to amniotic fluid and mother’s milk, and experience with such flavors leads to great acceptance of those foods. Evidence will be presented that suggests that early life experiences with healthy tastes and flavors may go a long way toward promoting healthy eating and growth, which could have a significant impact in addressing the many chronic illnesses associated with poor food choice.

    Biography. Dr. Julie A. Mennella obtained a Ph.D. from the Department of Behavioral Sciences at The University of Chicago in Chicago, IL.  She subsequently did postdoctoral work on the transfer of volatiles from maternal diet to amniotic fluid and human milk at the Monell Chemical Senses Center in Philadelphia, PA. She joined the faculty there in 1990 where she is now a Member.  Her major research interests include investigating the timing of sensitive periods in human flavor learning during breastfeeding and formula feeding; uncovering how children are living in different taste worlds than adults and their vulnerabilities to the current food environment; and understanding role of genetics, culture and experience on food choice and habits.  In addition to her research, she founded a program at Monell Center that encouraged under-represented minority high school and undergraduate students to pursue careers in science and medicine. Dr. Mennella is the recipient of several grants from the National Institute of Deafness and Other Communication Disorders and the Eunice Kennedy Shriver National Institute of Child Health and Human Development and is the author or co-author of numerous research papers. 

    Panelist 2 - Jennifer Orlet Fisher, PhD, Professor, Department of Public Health, Interim Director, Center for Obesity Research and Education, Temple University
    View 2 - 
    "You are what your mother says you should eat." 

    Abstract. The eating psychology of young children is seemingly uncomplicated—they tend to eat what they like and leave the rest.  How then, are healthful eating patterns established?  For many foods, acceptance is a dynamic process that reflects taste and temperamental predispositions of the child as well as children’s eating experiences during, following, and surrounding ingestion.  Parents and caregivers act as key agents of eating socialization and food acceptance by providing the foods to which children are exposed, acting as social models, and through direct interactions around child feeding.  Evidence will be presented to argue that dimensions of children’s social experiences with food are critical to the development of healthy food preferences, choice, and intake.

    Biography. Dr. Fisher is a Professor in the Department of Public Health at Temple University and Interim Director of the Center for Obesity Research and Education where she also directs the Family Eating Laboratory. She holds graduate degrees in Nutrition from the University of Illinois (A.M., Nutritional Sciences, 1993) and from the Pennsylvania State University (Ph.D., Nutrition, 1997). Prior to her appointment at Temple University, Dr. Fisher was an Assistant Professor of Pediatrics at Baylor College of Medicine and scientist at the USDA/ARS Children’s Nutrition Research Center in Houston TX. Dr. Fisher research focuses on the development of eating behavior during infancy and early childhood. The broad goal of her research is to understand how early eating environments influence food acceptance and appetite regulation as well as growth. Her current research program includes, experimental research on children’s appetite regulation, observational studies of parental influences on snacking among young children, and interventions for low-income mothers around child feeding.  Dr. Fisher is Co-Executive Editor of Appetite and on the Editorial Board of Nutrition Reviews.  She is an active member of The Obesity Society where she has held a number of leadership positions.

    Follow-Up Discussion Session immediately after with session participants in
    Room 203A (next to 204C) from 3:15 PM - 3:45 PM

    What Immigrants Can Teach Us about Child Development in the 21st Century

    Moderator: Robert Crosnoe, University of Texas at Austin
    Event 1-005, Thursday, 10:10 AM - 11:25 AM, Room 204C, (Penn Convention Center, 200 Level)

    Panelist 1 - Maykel Verkuyten, Professor at the Department of Interdisciplinary Social Science at Utrecht University, the Netherlands
    View 1 - The Scientific Benefits of Studying Immigrants 

    Abstract. Different academic disciplines focus on questions of immigrants and immigration, in general and in relation to children and adolescents in particular. There are many findings on numerous topics collected via various research methods among different groups and communities and in all kinds of contexts. A great deal is known about the experiences, problems, adjustments, attitudes and behaviors of immigrant-origin youth. Systematic research is critical for developing an adequate and informed understanding of these issues. However, there are also critical voices that argue that existing theories and methods are limited for the development of a valid understanding. Furthermore, increased attention to immigrants can also have benefits for academic thinking and research. It can raise novel questions, stimulate re-thinking of existing theories, and instigate creative and alternative ways for doing empirical research. In my presentation I will discuss some of the scientific benefits of studying immigrants.

    Biography. Maykel Verkuyten is professor at the Department of Interdisciplinary Social Science at Utrecht University, the Netherlands. He also is the academic director of the European Research Centre on Migration and Ethnic Relations at Utrecht University (Ercomer). By training he is a social/cultural psychologist and cultural anthropologist. His main interests are in questions of ethnic and cultural identity, acculturation and  intergroup relations, especially among older children and adolescents. His work has appeared in many journals and he has contributed chapters to books such as the ‘Oxford handbook of multicultural identity’, ‘Intergroup attitudes and relations in childhood through adulthood’, ‘The handbook of race, racism, and the developing child’, ‘Peer relations in cultural context’,  and ‘Realizing the potential of immigrant youth’, Furthermore, he wrote several monographs including ‘The social psychology of ethnic identity’, and recently ‘Identity and cultural diversity: what social psychology can teach us’.

    Panelist 2 - Andrew J. Fuligni, Professor, Department of Psychiatry & Biobehavioral Sciences, Department of Psychology, UCLA
    View 2 - Developmental Flexibility in the Age of Globalization: Learning from Immigrant Adolescents

    Abstract. The socioeconomic and cultural changes that result from an increasingly interconnected world have been speculated to have important implications for the nature of adolescent development. Unfortunately, the historical time necessary for these changes to take place means that definitive research on the impact of globalization necessarily will be slow in forthcoming. Adolescents from immigrant families, however, already experience the social and cultural shifts thought to typify globalization, and an analysis of their experiences could shed light on what to expect as existing national barriers become more permeable. The value of flexibility in the face of great social and cultural change appears to be the dominant theme from research on immigrant youth, although that flexibility can be constrained by socioeconomic, ethnic, and racial stratification systems in host societies. This talk highlights the implications of these findings for what may lie ahead for teenagers as globalization continues to expand.

    Biography. Andrew J. Fuligni, Ph.D. is Professor in the Department of Psychiatry and Biobehavioral Sciences and the Department of Psychology. He also is a Senior Scientist in the Semel Institute for Neuroscience and Human Behavior. Dr. Fuligni and his collaborators employ multiple methods to study the interaction between socio-cultural experience and biobehavioral development during adolescence and young adulthood, with particular attention to teenagers from Latin American, Asian, European, and immigrant backgrounds. Receiving his Ph.D. in Developmental Psychology at the University of Michigan, he was a recipient of the American Psychological Association's Boyd McCandless Award for Early Career Contribution to Developmental Psychology, a William T. Grant Faculty Scholars Award, a FIRST award from NICHD, and he is a Fellow in the American Psychological Association and the Association for Psychological Science. Dr. Fuligni recently completed a six-year term an Associate Editor of the journal Child Development.

    Follow-Up Discussion Session immediately after with session participants in
    Room 203A (next to 204C) from 11:30 AM - 12:00 PM

    Invited Conversation Roundtables

    Culture, Globalization, and Human Development: Different Approaches with an Eye to the Future

    Moderator: Mary Gauvain, Professor of Psychology at the University of California
    Event 1-105, Thursday, 2:10 PM - 3:40 PM, Room 204C (Penn Convention Center, 200 Level)

    Panelist 1 - Heidi Keller, Ph.D., Professor Emeritus, Osnabrück University, Germany
    Abstract. Culture has become more visible in developmental psychology over the last decades. After having been banished in boxes in textbooks with the only message that there is some variability in some developmental domains across cultures, there are now textbooks and handbooks focusing generally on the role of culture for development. Also the major developmental journals publish more and more cultural and cross-cultural papers. Nevertheless there is still a big challenge to master: that is, the systematic introduction of culture into thinking about development. This process starts with the definition of culture. Culture is still mainly equated with country, although countries can only be frames for the (co) existence of different cultures. The necessary differential look at development also pertains to the application of developmental knowledge for different domains. This approach is driven by looking at culture as a process of adaptation to different environmental demands.

    Panelist 2 - Sara Harkness, University of Connecticut
    Abstract: In the current era of globalization, there is an increasing need for the integration of cultural and developmental perspectives for understanding children and their families. This kind of integrated approach requires not only deeper knowledge of cross-cultural differences in the lives of children, but also a mixed-methods approach that incorporates both emically-based modes of inquiry as well as appropriate use of standardized measures.  This presentation will illustrate an integrative, interdisciplinary approach in the context of specific research projects.  Applications to the care and education of children internationally will also be discussed.

    Panelist 3 - Kofi Marfo, Aga Khan University
    Abstract: Advancement of cultural understandings of developmental phenomena has important implications for how we construe the science of human development and how we assess the status of that science. Interrogations of much of the psychological research behind our extant knowledge increasingly underscore the imperative to place our discipline on a trajectory toward a truly global science. I will explore what it means to forge that global science. Although expanding data sources by sampling across geographic regions is necessary, it remains a simple solution to a complex challenge if that is all we do. A global developmental science must, by necessity, also rest on heterogenization of idea systems and worldviews that shape conceptions of development and valued developmental outcomes across cultures, many of which remain alien to Euro-American developmental science. What such a direction means for the preparation of future generations of thinkers and researchers is an important subject for discussion.

    Panelist 4 - Barbara Rogoff, University of California, Santa Cruz
    Abstract: The inclusion of cultural aspects of development has become increasingly pressing and recognized within the study of childhood.  Often, this is reduced to including underrepresented ethnic groups in studies that use methods and interpretations stemming from mainstream cultural practices.  To get beyond this, I propose that we focus on the role of cultural practices, not only in understanding how people from underserved populations live and think, but also to understand the mainstream practices that pervade research and policies developed primarily by people from mainstream backgrounds.  I also propose that an understanding of human development, on a broader basis, requires understanding of changes and continuities of cultural practices across generations as well as the historical and present relations among communities in contact of many sorts.

    Panelist 5 - Thomas S. Weisner, University of California, Los Angeles
    Abstract: The cultural/ecological context is arguably the most important influence on a child’s developmental pathway, though certainly not the only one. Cultural context includes shared goals and beliefs, routine practices, social relationships, resources, and the sustainability of contexts. The goal of understanding the whole child in global context has been central to the mission of SRCD since its founding, and grounds our interdisciplinary and integrative work in developmental science.  Stronger, easier ways to do this are needed. Imagine if we established partnerships with 100 local communities around the world and with developmentalists there committed to their versions of this SRCD mission.  These communities would partner in comparative studies. Our methods would benefit from relevant contexts being bracketed in, not out; integrating qualitative and quantitative methods would be essential. Our thus more representative findings would be more useful to families, schools, and programs because they are grounded in local knowledge and conditions.

    Moderator Biography. Mary Gauvain, Ph.D., is Professor of Psychology at the University of California, Riverside, where she also serves as co-director of the UC Global Health Institute Center of Expertise on One Health: Water, Animals, Food and Society. Her research interests are social and cultural contributions to cognitive development, informal learning in mathematics and science, the contributions of parents and peers to cognitive development, and children’s understanding of food and water contamination in the US and Sub-Saharan Africa. She is the author of The Social Context of Cognitive Development and has served as Associate Editor of Child Development. She is a Fellow of the American Association for the Advancement of Science, the American Educational Research Association, the American Psychological Association, and the Association for Psychological Science. She is the PI on an NSF IGERT entitled Water SENSE: Social, Engineering, and Natural Science Engagement.

    Panelist 1 Biography. Heidi Keller, Ph.D., is a professor emeritus at Osnabrück University, Germany and a co-director of the Nevet Institute at Hebrew University, Jerusalem, Israel. She has directed a multicultural and multisite research program studying developmental processes over the first 6 years of life. The program is based in evolutionary as well as cultural approaches and defines development as the cultural solution of universal developmental tasks. Currently she is focusing on studying attachment from different cultural perspectives. She is also applying cultural perspectives to early pedagogy and educational programs. She has taught at UCLA, Universidad de Costa Rica in San José, M.S. University, Baroda, India, and other institutions worldwide. She has been the president of the International Association for Cross Cultural Psychology. She has received several awards for her scientific contributions to the field.

    Panelist 2 Biography. Sara Harkness, Ph.D., is Professor of human development, pediatrics, and public health at the University of Connecticut, where she also serves as director of the Center for the Study of Culture, Health, and Human Development.  She earned a Ph.D. in Social Anthropology from Harvard, where she also was an NIMH post-doctoral fellow in psychology and earned an M.P.H. Her research focuses on cultural influences on child development and families, especially parents’ cultural belief systems and practices of care. She has carried out studies in Guatemala, Kenya, Korea, and Europe, as well as the US.  She received an SRCD award for Distinguished Contributions to Cultural and Contextual Factors in Child Development, and in 2012-2013 served as Senior Advisor in Education and Health at USAID (the US Agency for International Development) as one of twelve Jefferson Science Fellows chosen nationwide by the National Academies of Science and the US Department of State.

    Panelist 3 Biography. Kofi Marfo, Ph.D., is Professor and Founding Director of the Institute for Human Development at Aga Khan University (South-Central Asia and East Africa). He recently moved to Nairobi from the University of South Florida, Tampa, where he had been Professor of Educational Psychology (since 1992) and Founding Director, Center for Research on Children’s Development (2000-2007). He is co-leader of the Africa Child Development Research Capacity-Building Initiative. His scholarship in the areas of childhood disability, parent-child interaction, early intervention efficacy, and early childhood development has been cited in over 180 different journals worldwide spanning the fields of education, psychology, family studies, developmental medicine, child psychiatry/infant mental health, rehabilitation science, social work, and the speech, language, and hearing sciences. His edited works include Parent-child interaction and developmental disabilities: Theory, research, and practice; Early intervention in transition; and the forthcoming volume, Child development research in Africa: Voices from inside (Serpell/Marfo—Wiley NDCAD series).

    Panelist 4 Biography. Barbara Rogoff, Ph.D., is UCSC Foundation Distinguished Professor of Psychology.  She is a Fellow of the National Academy of Education and of national organizations in psychology, anthropology, and education. She has been Fellow of the Center for Advanced Study in the Behavioral Sciences and has served as Editor of Human Development  and as a committee member on the Science of Learning for the National Academy of Science. She received the 2013 Award for Distinguished Lifetime Contributions to Cultural and Contextual Factors in Child Development, from SRCD.  Her recent books have also received major awards: Learning Together: Children and Adults in a School Community (Oxford, 2001, Finalist for the Maccoby Award of Division 7 of APA); The Cultural Nature of Human Development (Oxford, 2003; William James Book Award of Division 1 of APA); and Developing Destinies:  A Mayan Midwife and Town (Oxford, 2011; Maccoby Award of Division 7 of APA).

    Panelist 5 Biography. Thomas S. Weisner, Ph.D., is Professor of Anthropology, Departments of Psychiatry and Anthropology, UCLA.  His research and teaching interests are in culture and human development; families and children at risk; and mixed methods. Field studies include research in Kenya and India, and in the US with Native Hawaiians, Mexican immigrant families in Los Angeles, countercultural families in California, supports for working poor families and children in Wisconsin, and families with children with disabilities in Los Angeles, and with autism in India. Publications include Discovering successful pathways in children's development: New methods in the study of childhood and family life; Higher Ground: New Hope for the Working Poor and Their Children (with Greg Duncan and Aletha Huston); Making it work: Low-wage employment, family life and child development (with Hiro Yoshikawa & Edward Lowe); and African families and the crisis of social change (with Candice Bradley and Phil Kilbride).

    ICDSS: Advancing Global Developmental Science Through a Consortium of Scientific Societies

    Moderator: Lonnie Sherrod, Executive Director, Society for Research in Child Development
    Event 3-001, Saturday, 8:00 AM - 9:30 AM, Salon I (Marriott, Level 5)

    Abstract. The International Consortium of Developmental Science Societies (ICDSS) has nine founding members with additional societies now being added. The member societies represent developmental science societies with an international reach and mutual goals to advance developmental science globally. During this session, four leaders of these societies will discuss key issues for their members; the founding informal leadership group will play facilitative roles with the conversation hour.

    Panelist 1 - Xinyin Chen (USA), International Society for the Study of Behavioral Development
    Panelist 2 - Luc Goosens (Belgium), European Adolescent Research Association and European Association for Developmental Psychology
    Panelist 3 - Paul Jose (New Zealand), Austral-Pacific Developmental Science Society
    Panelist 4 - Daphne Maurer (International Society for Infant Studies)

    Panelist 1 Biography. Xinyin Chen is Professor of Psychology at the Graduate School of Education, University of Pennsylvania.  His research interest is mainly in children’s and adolescents’ socioemotional functioning (e.g., shyness-inhibition, social competence, depression), social relationships, and socialization processes from a cultural-contextual perspective.  He has been conducting, with his international collaborators, a series of large-scale, longitudinal projects in Brazil, Canada, China, Italy, and the United States.  His recent work has tapped the implications of macro-level societal changes for human development.  Most of his empirical articles have been published in developmental journals such as Child Development and Developmental Psychology.  He has received a Scholars Award from the William T. Grant Foundation, an Eastern Scholars Award from Shanghai Institutions of Higher Learning, and several other awards for his scientific work.  He is currently the President of the International Society for the Study of Behavioral Development (ISSBD).

    Panelist 2 Biography. Dr. Goossens served as President of the European Association for Research on Adolescence (EARA) (2004-2006) and the European Association of Developmental Psychology (EADP) (2011-2013). He is a continuous member of SRA since 1990 and served on several committees of the society, including the Small Grants Committee and the International Committee. In recent years, he served on the selection committee for the joint SRA/EARA Summer Schools, funded by the Jacobs Foundation. He received his doctorate from the KU Leuven – University of Leuven in Belgium and did part of his post-doctoral training at Temple University in Philadelphia. He currently is Full Professor in Psychology at the University of Leuven in Belgium, where he is a member of the research group School Psychology and Child and Adolescent Development (SCAD) and acts as head of his Adolescent Research Group. His main research interests focus on identity development in adolescence and emerging adulthood, adolescent loneliness, and gene-environment interactions. He has authored or co-authored more than 100 articles in peer-reviewed journals. He co-edited the Handbook of Adolescent Development (with Sandy Jackson) and has served on the editorial boards of the major journals in the field of adolescence (Journal of Research on Adolescence, Journal of Adolescent Research, and Journal of Youth and Adolescence).

    Panelist 3 Biography. Paul Jose is an Associate Professor of Psychology at Victoria University of Wellington in New Zealand and current President of the Australasian Human Development Association (AHDA). Although born and trained in the U.S., he has taught and conducted research on developmental psychology topics for the last 15 years in New Zealand. During this time he has become familiar with the state of developmental psychology training in Australia and New Zealand, and, in his role as President of AHDA, seeks to generally improve training, and more specifically to foster links between developmental psychologists Down Under with developmental researchers in the rest of the world.