|Born||Larry Todd Rose|
November 28, 1974
|Occupation||Scientist, author, professor, social entrepreneur|
|Alma mater|| Weber State University;|
Harvard Graduate School of Education
|Subject|| Developmental psychology;|
Science of the individual
|Notable works||Collective Illusions, |
The End of Average ,
Larry Todd Rose (born November 28, 1974) is a scientist, author, professor and social entrepreneur. He is known for being the co-founder and CEO of Populace, a Boston-based think tank.Prior to Populace, Rose was a professor at the Harvard University where he served as the faculty director of the Mind, Brain, and Education program, as well as led the Laboratory for the Science of Individuality.
Rose is a scientist in developmental psychology known for his work applying dynamical systems principles to the study of development, intelligence, and learning,and for his contributions to the field of Educational Neuroscience. His current focus is in the area of the Science of the Individual, with an emphasis on applying insights about individuality to issues of human potential, talent development, and the design of social institutions.
He is the author of the books Collective Illusions, Dark Horse, The End of Average , and Square Peg.
Rose was born in Ogden, Utah in 1974. He has stated publicly that he struggled in school from an early age, and that he dropped out of Layton High School his senior year (1993), as at the time, he had a 0.9 GPA. | Harvard & Smithsonian (2008).In 1995, after being on welfare and working multiple minimum wage jobs to support his wife and two children, he obtained his GED and started attending night classes at a local college. Rose eventually received a Bachelor of Science in psychology from Weber State University (2000), as well as a master's degree in Mind, Brain, and Education (2001) and a Doctorate in Human Development (2007) from the Harvard Graduate School of Education, where he worked with notable psychologist Kurt W. Fischer. He also completed a postdoctoral fellowship with the Laboratory for Visual Learning at the Center for Astrophysics
In an excerpt from the book, Rose relates that in the 1940s, after multiple flying accidents, the US Air Force required adjustable airplane cockpit equipment when measurements revealed zero pilots were in the average range of 10 body measurements from a population of 4,063 pilots. The measurements revealed that with only three of the ten size measurements, neck circumference, thigh circumference and wrist circumference, fewer than 3.5 per cent of pilots would fit within the average sizes on the three measurements. If a cockpit was designed for an average pilot, the cockpit fit no pilot.Rose's TEDx talk, "The Myth of Average", communicates the basic principles of the science of the individual and shows how its findings can be harnessed by parents, teachers, managers, and individuals to improve performance.
To socialize insights from the Science of the Individual, and use its findings to advance public systems and culture change, Rose co-founded Populace with Parisa Rouhani. Populace is a Boston-based 501(c)3 think tank focused on advancing opportunities, so all people have the chance to live fulfilling lives in a thriving society.
Rose authored the book, Collective Illusions: Conformity, Complicity, and the Science of Why We Make Bad Decisions ( ISBN 978-0306925689) and released it in 2022. The book reveals collective illusions, when people in a group adopt a view they don't agree with because they mistakenly believe others support it, leading to actions nobody truly wants. It was published by Hachette Books in New York.
He co-authored the book, Dark Horse: Achieving success through the pursuit of fulfillment ( ISBN 9780063000247), with Ogi Ogas in 2018. The book, published by HarperCollins, talks about the interests and abilities of people in society that nobody expects to be successful, but are successful in their own way.
In 2015, he wrote The End of Average: How We Succeed in a World That Values Sameness ( ISBN 9780062358387), a book published by HarperOne, about the measurement of human potential through a one-size-fits-all model which is incorrect as each individual has different capabilities.
He also co-authored Square Peg: My Story and What it Means for Raising Innovators, Visionaries, and Out of the Box Thinkers ( ISBN 9781401324278) with Katherine Ellison and published it in 2013 with Hachette Books. In this book, Rose shares his personal story and provides insights to the current American school system which could help each student distinctly.
Rose and his family live in Burlington, Massachusetts.Son of Larry and Lyda (Burton), Rose is the oldest of five siblings and spent the early years of his life in Hooper, Utah. He later relocated with his family to Layton, Utah before moving to Cambridge, Massachusetts.
The theory of multiple intelligences proposes the differentiation of human intelligence into specific intelligences, rather than defining intelligence as a single, general ability. The theory has been very popular among educators around the world for 40 years despite being criticized by mainstream psychology for its lack of empirical evidence, and its dependence on subjective judgement.
Donald Olding Hebb was a Canadian psychologist who was influential in the area of neuropsychology, where he sought to understand how the function of neurons contributed to psychological processes such as learning. He is best known for his theory of Hebbian learning, which he introduced in his classic 1949 work The Organization of Behavior. He has been described as the father of neuropsychology and neural networks. A Review of General Psychology survey, published in 2002, ranked Hebb as the 19th most cited psychologist of the 20th century. His views on learning described behavior and thought in terms of brain function, explaining cognitive processes in terms of connections between neuron assemblies.
Sir Simon Philip Baron-Cohen is a British clinical psychologist and professor of developmental psychopathology at the University of Cambridge. He is the director of the university's Autism Research Centre and a Fellow of Trinity College. In 1985, Baron-Cohen formulated the mindblindness theory of autism, the evidence for which he collated and published in 1995. In 1997, he formulated the foetal sex steroid theory of autism, the key test of which was published in 2015.
David Cyril Geary is an American cognitive developmental and evolutionary psychologist with interests in mathematical learning and sex differences. He is currently a Curators’ Professor and Thomas Jefferson Fellow in the Department of Psychological Sciences and Interdisciplinary Neuroscience Program at the University of Missouri in Columbia, Missouri.
Michael Tomasello is an American developmental and comparative psychologist, as well as a linguist. He is professor of psychology at Duke University.
Robert Kegan is an American developmental psychologist. He is a licensed psychologist and practicing therapist, lectures to professional and lay audiences, and consults in the area of professional development and organization development.
Evolutionary educational psychology is the study of the relation between inherent folk knowledge and abilities and accompanying inferential and attributional biases as these influence academic learning in evolutionarily novel cultural contexts, such as schools and the industrial workplace. The fundamental premises and principles of this discipline are presented below.
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.
The model of hierarchical complexity (MHC) is a framework for scoring how complex a behavior is, such as verbal reasoning or other cognitive tasks. It quantifies the order of hierarchical complexity of a task based on mathematical principles of how the information is organized, in terms of information science. This model was developed by Michael Commons and Francis Richards in the early 1980s.
Domain-general learning theories of development suggest that humans are born with mechanisms in the brain that exist to support and guide learning on a broad level, regardless of the type of information being learned. Domain-general learning theories also recognize that although learning different types of new information may be processed in the same way and in the same areas of the brain, different domains also function interdependently. Because these generalized domains work together, skills developed from one learned activity may translate into benefits with skills not yet learned. Another facet of domain-general learning theories is that knowledge within domains is cumulative, and builds under these domains over time to contribute to our greater knowledge structure. Psychologists whose theories align with domain-general framework include developmental psychologist Jean Piaget, who theorized that people develop a global knowledge structure which contains cohesive, whole knowledge internalized from experience, and psychologist Charles Spearman, whose work led to a theory on the existence of a single factor accounting for all general cognitive ability.
Neo-Piagetian theories of cognitive development criticize and build upon Jean Piaget's theory of cognitive development.
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.
Malleability of intelligence describes the processes by which intelligence can increase or decrease over time and is not static. These changes may come as a result of genetics, pharmacological factors, psychological factors, behavior, or environmental conditions. Malleable intelligence may refer to changes in cognitive skills, memory, reasoning, or muscle memory related motor skills. In general, the majority of changes in human intelligence occur at either the onset of development, during the critical period, or during old age.
Kurt W. Fischer was an educator, author, and researcher in the field of neuroscience and education. Until his retirement in 2015, he was the Charles Bigelow Professor of Education and Director of the Mind, Brain, and Education Program at Harvard Graduate School of Education. Fischer studied cognitive and emotional development and learning. His work, called dynamic skill theory, is considered to be one of the Neo-Piagetian theories of cognitive development. It offers an explanation for both consistency and variability in developmental patterns.
Bruno della Chiesa is a linguist of Italian, French and German descent, who describes himself as an "engaged cosmopolitan". He teaches at Harvard University and is considered one of the main founders of educational neuroscience, is known to have coined the terms "neuromyth" (2002) and "neuro-hijacking" (2013) and has established theories on the "motivational vortex" (2007) and on the “tesseracts in the brain” (2008). He also created the international science fiction festival Utopiales.
Mind, Brain, and Education is a quarterly peer-reviewed academic journal published by Wiley-Blackwell. It was established in 2007 as the official journal of the International Mind, Brain, and Education Society by Kurt W. Fischer and David B. Daniel, managing editor. The interdisciplinary journal covers biological and behavioral issues relevant to the broad field of education. The current editor-in-chief is Pat Levitt. According to the Journal Citation Reports, the journal has a 2017 impact factor of 1.63, ranking it 87th out of 238 journals in the category "Education & Educational Research" and 50th out of 73 journals in the category "Psychology, Developmental".
The End of Average: How We Succeed in a World That Values Sameness is a book by Todd Rose. It was published by HarperCollins in 2016, and talks about the importance of individuality rather than the concept of average human beings.
Juan Pascual-Leone is a developmental psychologist and founder of the neo-Piagetian approach to cognitive development. He introduced this term into the literature and put forward key predictions about developmental growth of mental attention and working memory.
David Michael Greenberg is a psychologist, neuroscientist, and musician. He is best known for his contributions to personality psychology, social psychology, social neuroscience, music psychology, and autism.
Marc Lewis is a Canadian clinical psychologist, neuroscientist, academic, and author from Toronto, Ontario.