Cognitive neuroscience is the scientific field that is concerned with the study of the biological processes and aspects that underlie cognition, with a specific focus on the neural connections in the brain which are involved in mental processes. It addresses the questions of how cognitive activities are affected or controlled by neural circuits in the brain. Cognitive neuroscience is a branch of both neuroscience and psychology, overlapping with disciplines such as behavioral neuroscience, cognitive psychology, physiological psychology and affective neuroscience. Cognitive neuroscience relies upon theories in cognitive science coupled with evidence from neurobiology, and computational modeling.
Social cognition is a topic within psychology that focuses on how people process, store, and apply information about other people and social situations. It focuses on the role that cognitive processes play in social interactions.
Social neuroscience is an interdisciplinary field devoted to understanding the relationship between social experiences and biological systems. Humans are fundamentally a social species, rather than solitary. As such, Homo sapiens create emergent organizations beyond the individual—structures that range from dyads, families, and groups to cities, civilizations, and cultures. In this regard, studies indicate that various social influences, including life events, poverty, unemployment and loneliness can influence health related biomarkers. The term "social neuroscience" can be traced to a publication entitled "Social Neuroscience Bulletin" which was published quarterly between 1988 and 1994. The term was subsequently popularized in an article by John Cacioppo and Gary Berntson, published in the American Psychologist in 1992. Cacioppo and Berntson are considered as the legitimate fathers of social neuroscience. Still a young field, social neuroscience is closely related to personality neuroscience, affective neuroscience and cognitive neuroscience, focusing on how the brain mediates social interactions. The biological underpinnings of social cognition are investigated in social cognitive neuroscience.
Adele Dorothy Diamond is a professor of neuroscience at the University of British Columbia, where she is currently a Tier 1 Canada Research Chair in Developmental Cognitive Neuroscience. One of the pioneers in the field of developmental cognitive neuroscience, Diamond researches how executive functions are affected by biological and environmental factors, especially in children. Her discoveries have improved treatment for disorders such as phenylketonuria and attention-deficit hyperactivity disorder, and they have impacted early education.
Developmental cognitive neuroscience is an interdisciplinary scientific field devoted to understanding psychological processes and their neurological bases in the developing organism. It examines how the mind changes as children grow up, interrelations between that and how the brain is changing, and environmental and biological influences on the developing mind and brain.
Patricia Goldman-Rakic was an American professor of neuroscience, neurology, psychiatry and psychology at Yale University School of Medicine. She pioneered multidisciplinary research of the prefrontal cortex and working memory.
Educational neuroscience is an emerging scientific field that brings together researchers in cognitive neuroscience, developmental cognitive neuroscience, educational psychology, educational technology, education theory and other related disciplines to explore the interactions between biological processes and education. Researchers in educational neuroscience investigate the neural mechanisms of reading, numerical cognition, attention and their attendant difficulties including dyslexia, dyscalculia and ADHD as they relate to education. Researchers in this area may link basic findings in cognitive neuroscience with educational technology to help in curriculum implementation for mathematics education and reading education. The aim of educational neuroscience is to generate basic and applied research that will provide a new transdisciplinary account of learning and teaching, which is capable of informing education. A major goal of educational neuroscience is to bridge the gap between the two fields through a direct dialogue between researchers and educators, avoiding the "middlemen of the brain-based learning industry". These middlemen have a vested commercial interest in the selling of "neuromyths" and their supposed remedies.
Philip David Zelazo is a developmental psychologist and neuroscientist. His research has helped shape the field of developmental cognitive neuroscience regarding the development of executive function.
Attentional control, colloquially referred to as concentration, refers to an individual's capacity to choose what they pay attention to and what they ignore. It is also known as endogenous attention or executive attention. In lay terms, attentional control can be described as an individual's ability to concentrate. Primarily mediated by the frontal areas of the brain including the anterior cingulate cortex, attentional control and attentional shifting are thought to be closely related to other executive functions such as working memory.
Sarah-Jayne Blakemore is Professor of Psychology and Cognitive Neuroscience at the University of Cambridge and co-director of the Wellcome Trust PhD Programme Neuroscience at University College London.
Usha Claire Goswami is a researcher and professor of Cognitive Developmental Neuroscience at the University of Cambridge, a Fellow of St. John's College, Cambridge, and the director of the Centre for Neuroscience in Education, Downing Site. She obtained her Ph.D. in developmental psychology from the University of Oxford before becoming a professor of cognitive developmental psychology at the University College London. Goswami's work is primarily in educational neuroscience with major focuses on reading development and developmental dyslexia.
Russell "Russ" Alan Poldrack is an American psychologist and neuroscientist. He is a professor of psychology at Stanford University, associate director of Stanford Data Science, member of the Stanford Neuroscience Institute and director of the Stanford Center for Reproducible Neuroscience and the SDS Center for Open and Reproducible Science.
The dual systems model, also known as the maturational imbalance model, is a theory arising from developmental cognitive neuroscience which posits that increased risk-taking during adolescence is a result of a combination of heightened reward sensitivity and immature impulse control. In other words, the appreciation for the benefits arising from the success of an endeavor is heightened, but the appreciation of the risks of failure lags behind.
Adriana Galván is an American psychologist and expert on adolescent brain development. She is a professor of psychology at the University of California, Los Angeles (UCLA) where she directs the Developmental Neuroscience laboratory. She was appointed the Jeffrey Wenzel Term Chair in Behavioral Neuroscience and the Dean of Undergraduate Education at UCLA.
Catherine Hartley is an American psychologist and an Associate Professor of Psychology within the Department of Psychology and Center for Neural Science at New York University in New York City. Hartley's research explores how brain development impacts the evaluation of negative experiences, decision-making, and motivated behavior. Her work has helped to elucidate how uncontrollable aversive events affect fear learning and how learning to control aversive stimuli can improve emotional resilience.
The ABCD Study is an ongoing longitudinal research study being undertaken by a consortium of 21 data collection sites across the United States. It is the largest long-term study of brain development and child health in the US. The study collects data on the behavior and brain development of over 11,500 children beginning at age 9-10 and continuing through young adulthood. The study collected data from youth in seven primary domains: physical health, mental health, brain imaging, biospecimens, neurocognition, substance use, and culture and environment. Data are also collected from participating youths' parents, including physical health, mental health, substance use, and culture and environment.
Beatriz Luna is a developmental neuroscientist known for conducting neuroimaging research on the development of cognitive control, reward, and reinforcement learning from early childhood to adolescence.
Kimberly G. Noble is an American neuroscientist and pediatrician known for her work in socioeconomic disparities and children's cognitive development. She is Professor of Neuroscience and Education at Teachers College, Columbia University and Director of the Neurocognition, Early Experience and Development (NEED) Lab.
Nim Tottenham is a professor of psychology at Columbia University, where she leads the Developmental Affective Neuroscience Laboratory. Her research highlighted fundamental changes in amygdala-prefrontal cortex circuitry across childhood and adolescence and the influential role of early experiences on the developmental trajectories of these circuits.
Amanda Sheffield Morris is an American developmental scientist, known primarily for her work on parenting, emotion regulation, and the neuroscience of adversity and resilience in terms of optimal child and adolescent development. She is currently the Regents Professor of Psychology at Oklahoma State University.
