Speakers and Sessions

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THE SCIENCE OF HOW WE LEARN

NOTE: Due to high demand, additional attendees will view keynotes in the overflow room. Please call 781-449-4010 x 101 if you have any questions.

A consensus is emerging from mind, brain, cognitive and education research on the most effective strategies for learning,memory and motivation. Research by John Hattie, Carol Dweck and Daniel Schwartz, along with scientific reports such as "The Science of Learning" from Deans for Impact, point to the most effective, scientifically-based strategies for boosting achievement. Explore the latest research on ways to improve instruction, motivation and mindsets, content mastery, makerspace and design thinking, hands-on exploration, active student-directed inquiry, effective feedback, and praise.

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Explore the Latest Research on:
  • The Science of How We Learn
  • Using Effective Instructional Strategies
  • Improving Learning, Memory and Testing
  • Developing Designers, Thinkers and Makers
  • Brain Benefits of Exploring and Explaining
  • Using Active, Student-Directed Learning
  • Empowering Motivation and Mindsets
  • Developing Expertise and Skills
  • Educating for Mastery and Competency
  • Teaching Inquiry and Critical Thinking
  • Promoting Effective Student Feedback
  • Self-Efficacy, Agency and Self-Regulation
  • The Power of Peers, Parents and Praise
  • Creating Curious, Creative, Self-Explorers
  • Raising Resilience and Teaching Teens
  • Visible Learning, Literacy and STEM

Featured Speakers

Conference Chair and Presider

David B. Daniel, PhD

Professor of Psychology, James Madison University; Former Managing Editor, Mind, Brain and Education Journal; Winner of the 2013 Transforming Education Through Neuroscience Award; Co-Author, “Promising Principles: Translating the Science of Learning to Educational Practice” (2012, Journal of Applied Research in Memory and Cognition)

John A.C. Hattie, PhD

Director, Melbourne Education Research Institute, Graduate School of Education, University of Melbourne; Co-Director, Science of Learning Research Centre; Co-Author, Visible Learning Into Action (2015) and Visible Learning and the Science of How We Learn (2014); Co-Editor, From Laboratory to the Classroom: Translating Science of Learning for Teachers (2016)

Daniel L. Schwartz, PhD

Dean of the Stanford Graduate School of Education; Professor of Educational Technology; Director, AAALab, Stanford University; Co-Author, The ABCs of How We Learn: 26 Scientifically Proven Approaches, How They Work, and When to Use Them (2016) and "How to Build Educational Neuroscience (2012, British Journal of Educational Psychology)

Roberta Michnick Golinkoff, PhD

Unidel H. Rodney Sharp Chair and Professor of Education, School of Education; Professor, Departments of Psychology, Linguistics and Cognitive Science, University of Delaware; Associate Editor, Child Development; Co-Author, Becoming Brilliant: What Science Tells Us About Raising Successful Children (2016) and Play = Learning (2009)

Daniel Ansari, PhD

Cognitive Scientist; Professor, Department of Psychology & The Brain and Mind Institute; Principal Investigator, Numerical Cognition Laboratory, The University of Western Ontario; Co-Author, “Neuroeducation – A Critical Overview of an Emerging Field” (2012, Neuroethics) and “Culture and Education: New Frontiers in Brain Plasticity” (2012, Trends in Cognitive Sciences)

Yong Zhao, PhD

Presidential Chair and Director of the Institute for Global and Online Education, College of Education, University of Oregon; Author, Counting What Counts: Reframing Educational Outcomes (2015), Who’s Afraid of the Big Bad Dragon?: Why China Has the Best (and Worst) Education System in the World (2014), World-Class Learners (2012) and Catching Up or Leading the Way (2009)

Wendy L. Ostroff, PhD

Associate Professor, Interdisciplinary Liberal Arts; Cognitive Science and Developmental Psychology, Sonoma State University; Author, Cultivating Curiosity in the K-12 Classroom (2016) and Understanding Children’s Learning (2012)

Allison Zmuda, MA

Educational Consultant; Faculty Member in the Understanding by Design cadre, Association for Supervision and Curriculum Development; Author, Real Engagement (2016), Learning Personalized (2015) and The Competent Classroom (2001)

Erika Christakis, MEd, MPH

Early Childhood Expert; Certified PreK-2 Teacher; Former Faculty Member, Yale Child Study Center, Yale University; Author of the New York Times bestseller, The Importance of Being Little: What Preschoolers Really Need from Grownups (2016)

1) The Science of Learning: Improving Memory, Testing & Feedback

The ABCs of How We Learn: From A is for Analogy to Z is for Sleep

Daniel L. Schwartz, PhD

Dean of the Stanford Graduate School of Education; Professor of Educational Technology; Director, AAALab, Stanford University; Co-Author, The ABCs of How We Learn: 26 Scientifically Proven Approaches, How They Work, and When to Use Them (2016) and "How to Build Educational Neuroscience (2012, British Journal of Educational Psychology)

A Meta-Synthesis on the Science of How We Learn

John A.C. Hattie, PhD

Director, Melbourne Education Research Institute, Graduate School of Education, University of Melbourne; Co-Director, Science of Learning Research Centre; Co-Author, Visible Learning Into Action (2015) and Visible Learning and the Science of How We Learn (2014); Co-Editor, From Laboratory to the Classroom: Translating Science of Learning for Teachers (2016)

Becoming Brilliant: What Science Tells Us About Education for the 21st Century

Roberta Michnick Golinkoff, PhD

Unidel H. Rodney Sharp Chair and Professor of Education, School of Education; Professor, Departments of Psychology, Linguistics and Cognitive Science, University of Delaware; Associate Editor, Child Development; Co-Author, Becoming Brilliant: What Science Tells Us About Raising Successful Children (2016) and Play = Learning (2009)

Helping Students Achieve: Promising Practices and Strategies from Cognitive Science

John T. Dunlosky, PhD

Professor, Department of Psychological Sciences; Director, Science of Learning and Education Center, Kent University; Author, “Strengthening the Student Toolbox” (2013, American Educator); Co-Author, “Improving Students’ Learning with Effective Learning Techniques” (2013, Psychological Science in the Public Interest) and Metacognition (2008)

Learning Engineering (Rethinking Education)

Melina R. Uncapher, PhD

Research Scientist, Department of Psychology, Stanford University; Assistant Professor, Department of Neurology, University of California, San Francisco; CEO and Co-Founder, Institute for Applied Neuroscience and "Science of Good" program, which provides training to educators on the application of neuroscience to learning; Network Scholar for The MacArthur Foundation Research Network on Law and Neuroscience; Co-Author, "Media Multitasking and Memory: Differences in Working Memory and Long-term Memory" (2015, Psychonomic Bulletin & Review) and "Selecting for Memory? The Influence of Selective Attention on the Mnemonic Binding of Contextual Information" (2009, Neuroscience)

Why Should Teachers Care About Cognitive Neuroscience?

Daniel Ansari, PhD

Cognitive Scientist; Professor, Department of Psychology & The Brain and Mind Institute; Principal Investigator, Numerical Cognition Laboratory, The University of Western Ontario; Co-Author, “Neuroeducation – A Critical Overview of an Emerging Field” (2012, Neuroethics) and “Culture and Education: New Frontiers in Brain Plasticity” (2012, Trends in Cognitive Sciences)

Giving Effective Feedback to Students

Susan M. Brookhart, PhD

Education Consultant; Adjunct Faculty, School of Education, Duquesne University; Author, How to Give Effective Feedback to Your Students (2017), How to Design Questions and Tasks to Assess Student Thinking (2014), and How to Assess Higher-Order Thinking Skills in Your Classroom (2010)

The Purposeful Classrooms: Lessons with Learning Goals in Mind

Douglas B. Fisher, PhD

Professor, Language and Literacy Education, Department of Teacher Education, San Diego State University; Classroom Teacher, Health Sciences High and Middle College; Co-Author, The Purposeful Classroom: How to Structure Lessons with Learning Goals in Mind (2011) and Checking for Understanding: Formative Assessment Techniques for Your Classroom (2014)

Facilitating Student Learning Through Feedback: Small Changes Can Make a Big Difference

Andrew C. Butler, PhD

Assistant Professor, Department of Educational Psychology, College of Education, The University of Texas at Austin; Co-Author, "Delaying Feedback Promotes Transfer Knowledge Despite Student Preferences Receive Feedback Immediately" (2014, Applied Research in Memory and Cognition) and "Explanation Feedback Is Better Then Correct Answer Feedback for Promoting Transfer of Learning" (2013, Journal of Educational Psychology)

Making It Work: The Critical Role of the Educator in Applying the Science of Learning

David B. Daniel, PhD

Professor of Psychology, James Madison University; Former Managing Editor, Mind, Brain and Education Journal; Winner of the 2013 Transforming Education Through Neuroscience Award; Co-Author, “Promising Principles: Translating the Science of Learning to Educational Practice” (2012, Journal of Applied Research in Memory and Cognition)

Memories Are Made of This...

Kenneth S. Kosik, MD

Co-Director, Neuroscience Research Institute; Harriman Professor of Neuroscience Research, Dept. of Molecular, Cellular and Developmental Biology, University of California, Santa Barbara; co-author of The Alzheimer Epidemic: How Today’s Care Is Failing Millions—and How We Can Do Better (2009)
 

Why Neuroscience Matters in the Classroom

Kathleen Scalise, PhD

Associate Professor, Department of Educational Methodology, Policy and Leadership, College of Education, University of Oregon; Former Visiting Researcher/Scholar, Department of Neuroscience and Teacher's College, Columbia University; Co-Author, Why Neuroscience Matters in the Classroom (2016)

2) The Science of Motivation & Mindsets: Empowering Engagement

Learning vs. Performing for Learning Mindsets Success

Eduardo Briceno, MBA

Co-Founder and CEO of Mindset Works with Carol Dweck, Stanford University; Creator, Brainology, a program developed to motivate learners; Author, “Mindsets and Student Agency” (2013, Unboxed)

The Influence of Teaching: Motivation, Mindsets and Agency

Ronald F. Ferguson, PhD

Faculty Co-Chair and Director, Achievement Gap Initiative, Harvard University; Senior Lecturer in Education and Public Policy, Harvard Graduate School of Education and Harvard Kennedy School; Author, Toward Excellence with Equity (2007); Co-Author, “Beyond Standardized Test Scores: Engagement, Mindsets and Agency” (2015, Achievement Gap Initiative Report on Grades 6-9)

Working the Clay While It’s Soft: Growing Early Mindsets (GEM™)

Kendra J. Coates, DEd

Adjunct Instructor, Teacher and Counselor Education, Oregon State University; Director of PreK-3rd Education, High Desert Education Service District; Professional Development Specialist, Mindset Works; Author, “Nurturing and Cultivating a Growth Mindset Across the Developmental Continuum Leads to School Readiness” (2013, Mindset Works Newsletter); Co-Author, Counting What Counts (2015)

Getting Students Motivated and Engaged Through Interest-Based Learning

Richard M. Cash, EdD

International Speaker and Educator; Former Director of Gifted Programs; Author, Self-Regulation in the Classroom: Helping Students Learn How to Learn (2016);
Co-Author, Differentiation for Gifted Learners: Going Beyond the Basics (2013)

Flipping the Switch: Creating a Learning Environment Designed for Real Engagement

Allison Zmuda, MA

Educational Consultant; Faculty Member in the Understanding by Design cadre, Association for Supervision and Curriculum Development; Author, Real Engagement (2016), Learning Personalized (2015) and The Competent Classroom (2001)

Creating Classrooms Where Everyone Is Active, Engaged and Learning

Kathy Perez, EdD

Professor of Education; Director of Outreach and Professional Development, Saint Mary’s College of California; Author, 200+ Proven Strategies for Teaching Reading, Grades K-8 (2016), New Inclusion: Differentiated Strategies to Engage ALL Students (2013) and More Than 100 Brain-Friendly Tools and Strategies for Literacy Instruction (2008)

Motivation Equation: Practical Growth Mindset Applications for Grades 6-12

Emily Diehl, BA

Director, K-12 Professional Learning and Curriculum Design, Mindset Works; Former K-12 Teacher and Instructional Coach; Author, “Is Perfectionism Growth-Minded” (2014, Growth Mindset Newsletter)

Fostering Growth Mindsets in Readers

Gravity Goldberg, EdD

Educational Consultant; Former Assistant Professor of Education, Iona College; Former Instructor and Staff Developer, Reading and Writing Project, Teachers College, Columbia University; Author, Mindsets and Moves: Strategies That Help Readers Take Charge (2015); Co-Author, What Do I Teach Readers Tomorrow? (2017) and Conferring With Readers: Supporting Each Student’s Growth and Independence (2007)

3) The Science of Hands-On Making: Developing Designers & Makers

Reasoning to Learn, Learning to Reason

Silvia A. Bunge, PhD

Professor of Psychology; Professor, Helen Wills Neuroscience Institute; Director, Building Blocks of Cognition Laboratory, University of California, Berkeley; Co-Author, “What Connections Can We Draw Between Research on Long-Term Memory and Student Learning?” (2016, Mind, Brain and Education) and “Analogical Reasoning in the Classroom: Insights from Cognitive Science” (2015, Mind, Brain, and Education)

Taking Design Thinking to K-12 Schools

Shelley V. Goldman, EdD

Professor, Stanford Graduate School of Education; Principal Investigator, REDLab (Research in Education and Design); Co-Author, Taking Design Thinking to School (2016) and “Design Thinking: Developing New Vision and Approaches to Twenty-First Century Learning” (2016, Connecting Science and Engineering Education Practices in Meaningful Ways)

Learning by Thinking, Questioning and Explaining

Tania Lombrozo, PhD

Associate Professor, Department of Psychology, University of California, Berkeley; Member, Institute of Cognitive and Brain Sciences; Co-Author, “Explaining Constrains Causal Learning in Childhood” (2016, Child Development), “Children Adapt Their Questions to Achieve Efficient Search” (2015, Cognition) and “Selective Effects of Explanation on Learning During Early Childhood” (2014, Journal of Experimental Child Psychology)

Why the Maker Movement Matters for Every Student: Design Thinking in K-12 Classroom

A.J. Juliani, MS

Education and Technology Specialist, Upper Perkiomen School District; Adjunct Faculty, University of Pennsylvania; Author, Learning By Choice (2015) and Inquiry and Innovation in the Classroom (2014); Co-Author, Redesigning Learning Spaces (2016) and LAUNCH: Using Design Thinking to Boost Creativity and Bring Out the Maker in Every Student (2016)

Design Thinking: How to Unleash Student Innovation

Susie Wise, PhD

Lead Instructional Designer for Design Thinking; Director, K-12 Lab, Stanford d.school, Stanford University; Founder/Design Team Member, Urban Montessori Charter School; Author, "Design Thinking in Education: Empathy, Challenge, Discovery and Sharing" (2016, Edutopia)

The Promise of the Maker Movement for Education

Lee Michael Martin, PhD

Associate Professor, University of California, Davis; Founder/Design Team Member, Urban Montessori Charter School; Author, "The Promise of the Maker Movement for Education" (2016, Journal of Pre-College Engineering Education Research)

Meaningful Making: Combining Hands-on with Heads-in

Paulo Blikstein, PhD

Assistant Professor, Stanford University Graduate School of Education; Director, Transformative Learning Technologies Laboratory, Stanford University; Co-Author, Meaningful Making: Projects and Inspirations for Fab Labs and Makerspaces (2016)

Sylvia L. Martinez, MA

Principal Advisor, FabLearn Fellows, Transformative Learning Technologies Laboratory, Stanford University; Co-Author, Meaningful Making: Projects and Inspirations for Fab Labs and Makerspaces (2016)

Pivot Thinking: The Neuroscience of Design Thinking

Brian Knutson, PhD

Professor of Psychology and Neuroscience; Principal Investigator, Hasso Plattner Institute, Stanford Design Thinking Research Program, Stanford University

Mark F. Schar, PhD

Lecturer, School of Engineering, Center for Design Research; Faculty, Designing Education Lab, Stanford University; Co-Author, “Applied Teamology: The Impact of Cognitive Style Diversity on Problem Reframing and Product Redesign Within Design Teams” (2012, Design Thinking Research)

4) The Science of Active Inquiry and Learning: Creating Curious Self-Directed Explorers

Counting What Counts: Why Curiosity, Creativity and Student-Centered Learning Matter

Yong Zhao, PhD

Presidential Chair and Director of the Institute for Global and Online Education, College of Education, University of Oregon; Author, Counting What Counts: Reframing Educational Outcomes (2015), Who’s Afraid of the Big Bad Dragon?: Why China Has the Best (and Worst) Education System in the World (2014), World-Class Learners (2012) and Catching Up or Leading the Way (2009)

Cultivating Curiosity in the K-12 Classroom: How to Foster Engagement, Exploration and Experimentation for Deeper Learning

Wendy L. Ostroff, PhD

Associate Professor, Interdisciplinary Liberal Arts; Cognitive Science and Developmental Psychology, Sonoma State University; Author, Cultivating Curiosity in the K-12 Classroom (2016) and Understanding Children’s Learning (2012)

How Experience Shapes the Neural Circuitry of the Frontal Cortex During Childhood/Adolescence

Linda E. Wilbrecht, PhD

 Assistant Professor, Department of Psychology; Director, The Wilbrecht Laboratory, University of California, Berkeley; Faculty Member, Helen Wills Neuroscience Institute; Co-Author, “Rule Learning Enhances Structural Plasticity of Long Range Axons in Frontal Cortex” (2016, Nature Communications)

The Cognitive Consequences of Active Inquiry and Self-Directed Learning

Todd M. Gureckis, PhD

 Associate Professor of Psychology, New York University; Co-Author, “Enhanced Memory as a Common Effect of Active Learning” (2016, Mind, Brain, and Education), “Desirable Difficulties in the Development of Active Inquiry Skills” (2016, Proceedings of the Cognitive Science Society) and “Self-Directed Learning Favors Local, Rather Than Global, Uncertainty” (2015, Cognitive Science)

The Science of Being Little: The Power of Play, Creativity and Exploration in Young Children

Erika Christakis, MEd, MPH

Early Childhood Expert; Certified PreK-2 Teacher; Former Faculty Member, Yale Child Study Center, Yale University; Author of the New York Times bestseller, The Importance of Being Little: What Preschoolers Really Need from Grownups (2016)

Inquiry and Innovation in the Classroom: Empowering Student Engagement with Choice, Purpose and Technology

A.J. Juliani, MS

Education and Technology Specialist, Upper Perkiomen School District; Adjunct Faculty, University of Pennsylvania; Author, Learning By Choice (2015) and Inquiry and Innovation in the Classroom (2014); Co-Author, Redesigning Learning Spaces (2016) and LAUNCH: Using Design Thinking to Boost Creativity and Bring Out the Maker in Every Student (2016)

Designing Questions to Assess Student Inquiry and Thinking

Susan M. Brookhart, PhD

Education Consultant; Adjunct Faculty, School of Education, Duquesne University; Author, How to Give Effective Feedback to Your Students (2017), How to Design Questions and Tasks to Assess Student Thinking (2014), and How to Assess Higher-Order Thinking Skills in Your Classroom (2010)

5) The Science of Mastery: Teaching for Expertise & Competency

Secrets from the New Science of Expertise: Implications for Education and Life-Long Learning

K. Anders Ericsson, PhD

Conradi Eminent Scholar and Professor of Psychology, Florida State University; Author, Peak: Secrets from the New Science of Expertise (2016); Editor, The Road to Excellence: The Acquisition of Expert Performance in the Arts and Sciences, Sports and Games (2014)

How to Train Knowledge and Skills for Peak Performance

Alice F. Healy, PhD

College Professor of Distinction, Department of Psychology and Neuroscience; Director, Center for Research on Training, University of Colorado Boulder; Co-Author, Train Your Mind for Peak Performance (2014) and Training Cognition: Optimizing Effi ciency, Durability and Generalizability (2012)

Taking a Scientific Approach to STEM Education: Expertise and Active Learning

Carl E. Wieman, PhD

Nobel Laureate in Physics; Professor of Physics,Stanford University; Professor, Stanford Graduate School of Education; Founding Chair, Board of Science Education of the National Academy of Sciences; Co-Author, “Taking a Scientific Approach to Science Education” (2015, Microbe) and “Applying New Research to Improve Science Education” (2012, Issues in Science and Technology)

The Cognitive Development of Mathematical Brains

Daniel Ansari, PhD

Cognitive Scientist; Professor, Department of Psychology & The Brain and Mind Institute; Principal Investigator, Numerical Cognition Laboratory, The University of Western Ontario; Co-Author, “Neuroeducation – A Critical Overview of an Emerging Field” (2012, Neuroethics) and “Culture and Education: New Frontiers in Brain Plasticity” (2012, Trends in Cognitive Sciences)

Visible Learning in Literacy

Douglas B. Fisher, PhD

Professor, Language and Literacy Education, Department of Teacher Education, San Diego State University; Classroom Teacher, Health Sciences High and Middle College; Co-Author, Visible Learning for Literacy, Grades K-12: Implementing the Practices That Work Best to Accelerate Student Learning (2016) and Visible Learning for Mathematics (2016)  

Over-Tested and Under-Prepared: Using a Competency Based Instruction Model

Robert (Bob) J. Sornson, PhD

Founder, Early Learning Foundation; Former Teacher and School Administrator; Author, Over-Tested and Under-Prepared: Using Competency Based Learning to Transform Our Schools (2015) and Fanatically Formative (2012)

Neuroimaging, Instruction and Expertise in Reading

Bruce D. McCandliss, PhD

Professor, Stanford Graduate School of Education; Professor, Department of Psychology, Stanford University; Co-Author, "Does Music Training Enhance Literacy Skills? A Meta-analysis" (2015, Frontiers in Psychology), "Hemispheric Specialization for Visual Words is Shaped by Attention to Sublexical Units During Initial Learning" (2015, Brain and Language) "Neuroimaging Correlates of Handwriting Quality as Children Learn to Read and Write" (2014, Frontiers in Human Neuroscience) and "Expertise for Reading in the Fusiform Gyrus" (2003, TRENDS in Cognitive Sciences)

Teaching Moves that Create Reading Mastery, Independence, Motivation, and Growth

Gravity Goldberg, EdD

Educational Consultant; Former Assistant Professor of Education, Iona College; Former Instructor and Staff Developer, Reading and Writing Project, Teachers College, Columbia University; Author, Mindsets and Moves: Strategies That Help Readers Take Charge (2015); Co-Author, What Do I Teach Readers Tomorrow? (2017) and Conferring With Readers: Supporting Each Student’s Growth and Independence (2007)

6) The Power of Parents & Peers: Promoting Praise & Resilience

The Praise Paradox: How Praise Affects Children with Low Self-Esteem

Eddie Brummelman, PhD

Marie Sklodowska-Curie Fellow, Stanford University; Postdoctoral Researcher, University of Amsterdam; Co-Author, “The Praise Paradox: When and Why Praise Backfires in Children with Low Self-Esteem” (2016, Child Development Perspectives) and “Separating Narcissism from Self-Esteem” (2016, Current Directions in Psychological Science)

The Power of Parents: How Beliefs About Failure Shape Mindsets and Motivation

Kyla Haimovitz, PhD

Postdoctoral Research Fellow working with Angela Duckworth, Character Lab, University of Pennsylvania; Former Researcher with Carol Dweck, Stanford University; Co-Author, “What Predicts Children’s Fixed and Growth Mindsets?: Not Their Parent’s Views of Intelligence But Their Parents’ Views of Failure” (2016, Psychological Science) and “Dangerous Mindsets: How Beliefs About Intelligence Predict Motivational Change” (2011, Learning and Individual Differences)

The Science of Social-Emotional and Cognitive Resilience in Learning

Fumiko Hoeft, MD, PhD

Associate Professor of Child and Adolescent Psychiatry; Director of UCSF Hoeft Laboratory for Educational Neuroscience (brainLENS.org), University of California, San Francisco School of Medicine; Recipient of the 2015 Transforming Education through Neuroscience Award from Learning & the Brain Foundation; Researcher on connections between brain systems, SEL (social and emotional learning) and learning challenges

Helping Children Develop Self-Regulation, Resilience and Empathy

Robert (Bob) J. Sornson, PhD

Founder, Early Learning Foundation; Former Teacher and School Administrator; Author, Over-Tested and Under-Prepared: Using Competency Based Learning to Transform Our Schools (2015) and Fanatically Formative (2012)

Rebels Love a Cause: Harnessing the Motivational Effects of Pubertal Testosterone on the Adolescent Brain

Ronald E. Dahl, MD, PhD

Pediatrician; Developmental Scientist; Director, The Center on the Developing Adolescent, Institute of Human Development; Professor, School of Public Health, University of California, Berkeley; Co-Author, “The Effect of Social Rank Feedback on Risk Taking and Associated Reward Processing in Adolescent Girls” (2016, Social Cognitive Affective Neuroscience) and “A Neural Correlate of Strategic Exploration at the Onset of Adolescence” (2016, Cognitive Neuroscience)