Beatriz Luna | |
---|---|
Occupation(s) | Professor of Psychiatry, Pediatrics, and Psychology |
Awards | WPIC Emerging Mentor Award (2010) Presidential Early Career Award in Science and Engineering (2005) ContentsNIMH Research Career Award (K01) (1999) NARSAD Young Investigator Award (1997) |
Academic background | |
Alma mater | University of Pittsburgh |
Academic work | |
Institutions | University of Pittsburgh |
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. [1]
Luna is the Staunton Professor of Psychiatry and Pediatrics,and Professor of Psychology at the University of Pittsburgh. [2] Luna is the founder and director of the Laboratory of Neurocognitive Development at Western Psychiatric Institute &Clinic (WPIC). [3]
Luna has received a number of grants including the NARSAD Young Investigator Award (1997),NIMH Research Career Award (K01) (1999), [4] the Presidential Early Career Award for Scientists and Engineers (2005), [5] and the WPIC Emerging Mentor Award (2010). [6]
Luna received her BA in Psychology at the American University in 1984,her MA in Clinical Psychology at Duquesne University in 1985,her PhD in Developmental Psychology at the University of Pittsburgh in 1996. Her dissertation was titled "Visual acuity,visual fields and visual attention in infants and children with periventricular leukomalacia." [7] As a graduate student,her mentors included Velma Dobson and John Sweeney. [8]
Luna received postdoctoral training in Neurobehavioral Studies at the Western Psychiatric Institute &Clinic in 1995-1997. She has been on the faculty of the Department of Psychiatry at the University of Pittsburgh School of Medicine since 1997.
Luna has served as Editor in Chief of the journal Developmental Cognitive Neuroscience [9] and on the National Academy of Sciences U.S. National Committee for Psychological Sciences. [10] She is Co-founder and President of the Flux Society for Developmental Cognitive Neuroscience. [11]
Luna's research focuses on understanding the neural basis of behavior during the adolescence,a time associated with risky behavior and the emergence of many psychiatric disorder including schizophrenia and mood disorders. [3] Her lab uses neuroimaging methods to investigate neurocognitive correlates of cognitive control,reward,and reinforcement learning and their development from childhood to adolescence. Luna's primary focus is on normative development,but she also studies risk factors associated with substance use and psychosis. [6]
Functional neuroimaging is the use of neuroimaging technology to measure an aspect of brain function, often with a view to understanding the relationship between activity in certain brain areas and specific mental functions. It is primarily used as a research tool in cognitive neuroscience, cognitive psychology, neuropsychology, and social neuroscience.
The Institute of Psychiatry, Psychology & Neuroscience (IoPPN) is a leading centre for mental health and neuroscience research, education and training in Europe. It is dedicated to understanding, preventing and treating mental illness, neurological conditions, and other conditions that affect the brain. The IoPPN is a faculty of King's College London, England, and was previously known as the Institute of Psychiatry (IoP).
Neurophilosophy or philosophy of neuroscience is the interdisciplinary study of neuroscience and philosophy that explores the relevance of neuroscientific studies to the arguments traditionally categorized as philosophy of mind. The philosophy of neuroscience attempts to clarify neuroscientific methods and results using the conceptual rigor and methods of philosophy of science.
Periventricular leukomalacia (PVL) is a form of white-matter brain injury, characterized by the necrosis of white matter near the lateral ventricles. It can affect newborns and fetuses; premature infants are at the greatest risk of neonatal encephalopathy which may lead to this condition. Affected individuals generally exhibit motor control problems or other developmental delays, and they often develop cerebral palsy or epilepsy later in life. The white matter in preterm born children is particularly vulnerable during the third trimester of pregnancy when white matter developing takes place and the myelination process starts around 30 weeks of gestational age.
In cognitive science and neuropsychology, executive functions are a set of cognitive processes that are necessary for the cognitive control of behavior: selecting and successfully monitoring behaviors that facilitate the attainment of chosen goals. Executive functions include basic cognitive processes such as attentional control, cognitive inhibition, inhibitory control, working memory, and cognitive flexibility. Higher-order executive functions require the simultaneous use of multiple basic executive functions and include planning and fluid intelligence.
Neuroergonomics is the application of neuroscience to ergonomics. Traditional ergonomic studies rely predominantly on psychological explanations to address human factors issues such as: work performance, operational safety, and workplace-related risks. Neuroergonomics, in contrast, addresses the biological substrates of ergonomic concerns, with an emphasis on the role of the human nervous system.
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.
Marlene Behrmann is a Professor in the Department of Ophthalmology at the University of Pittsburgh. She was previously a Professor of Psychology at Carnegie Mellon University. She specializes in the cognitive neuroscience of visual perception, with a specific focus on object recognition.
Cultural neuroscience is a field of research that focuses on the interrelation between a human's cultural environment and neurobiological systems. The field particularly incorporates ideas and perspectives from related domains like anthropology, psychology, and cognitive neuroscience to study sociocultural influences on human behaviors. Such impacts on behavior are often measured using various neuroimaging methods, through which cross-cultural variability in neural activity can be examined.
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.
The following outline is provided as an overview of and topical guide to brain mapping:
Katya Rubia is a professor of Cognitive Neuroscience at the MRC Social, Genetic and Developmental Psychiatry Centre and Department of Child and Adolescent Psychiatry, both part of the Institute of Psychiatry, King's College London.
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.
Deanna Marie Barch is an American psychologist. She is a chair and professor of Psychological and Brain Sciences and the Gregory B. Couch Professor of Psychiatry at Washington University in St. Louis. Her research includes disorders such as schizophrenia, depression, cognitive and language deficits. She also focuses on behavioral, pharmacological, and neuroimaging studies with normal and clinical populations. Barch is a deputy editor at Biological Psychiatry. She previously served as editor-in-chief of Cognitive, Affective and Behavioral Neuroscience.
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.
BJ Casey is an American cognitive neuroscientist and expert on adolescent brain development and self control. She is the Christina L. Williams Professor of Neuroscience at Barnard College of Columbia University where she directs the Fundamentals of the Adolescent Brain (FAB) Lab and is an Affiliated Professor of the Justice Collaboratory at Yale Law School, Yale University.
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.