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Plasticidad cerebral

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Alvaro Pascual-Leone | Harvard Catalyst Profiles | Harvard Catalyst

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Cerebro lector y matemático

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Selected publications of Stanislas Dehaene

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Lionel Naccache, Jacobo Sitt, Jean-Rémi King, Benjamin Rohaut, Frédéric Faugeras, Srivas Chennu, Mélanie Strauss, Mélanie Valente, Denis Engemann, Federico Raimondo, Athena Demertzi, Tristan Bekinschtein, and Stanislas Dehaene. Reply: Replicability and impact of statistics in the detection of neural responses of consciousness.. Brain, March 2016. [ WWW]

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Mentalidad de crecimiento

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Neuroeducación

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Copyright © 2015 Tracey Tokuhama-Espinosa. All Rights Reserved.

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Educación

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PROF John HATTIE - The University of Melbourne

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Professor Hattie's work is internationally acclaimed. His influential 2008 book Visible Learning: A synthesis of over 800 Meta-Analyses Relating to Achievement is believed to be the world's largest evidence-based study into the factors which improve student learning.

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Cerebro infantil y matemáticas

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Professor

Department of Psychology
Harvard University
33 Kirkland St.
Cambridge, MA 02138
Phone: 617-495-3876
Fax: 617-384-7944
spelke@wjh.harvard.edu

Link to "The Science of Gender and Science" video and transcript.

Link to Elizabeth Spelke's New Yorker Profile.

Link to Elizabeth Spelke's New York Times Profile
EDUCATION:
Radcliffe College, 1967-1971. B.A. in Social Relations, 1971.
Yale University, 1972-1973.
Cornell University, 1973-1977. Ph.D. in Psychology, 1978.
HONORS:
Phi Beta Kappa, 1971; Sigma Xi, Cornell University 1978; Fulbright-Hays Senior Research Fellowship, 1983; McCandless Young Scientist Research Award, APA, 1984; John Simon Guggenheim Memorial Fellowship, 1989; James McKeen Cattell Fellowship, 1992; Society of Experimental Psychologists, 1993; D. Phil. honoris causa, Umeå University, Sweden, 1993; NIH MERIT award, 1993; American Academy of Arts and Sciences, 1997; National Academy of Sciences (USA), 1999; D. Phil. honoris causa, Ecole Pratique des Hautes Etudes, Paris, 1999; William James Award, Americal Psychological Society, 2000; Distinguished Scientific Contribution Award, American Psychological Association, 2000; Ipsen Prize in Neuronal Plasticity, Foundation Ipsen, Paris, 2001; America's Best in Science and Medicine, Time Magazine, 2001; Fellow, American Association for the Advancement of Science, 2002; Alumni Award, New Canaan Country School, 2007; Cognitive Science Editors' choice, one of 10 classics in Cognitive Science ("Principles of object perception, 1990); D. Phil. honoris causa, University of Paris-Descartes, 2007; Jean Nicod Prize, Ecole Normale Superieure, 2009; Fellow, Cognitive Science Society, 2009; D. Phil. honoris causa, Utrecht University, 2010. Prix La Recherche (with Izard, Pica & Dehaene), 2012. Peter Jusczyk Best Paper Award (with Huang & Snedeker), 2013; National Academy of Sciences Prize in Psychological and Cognitive Sciences, 2014; Kurt Koffka Medal, University of Giessen, Germany, 2014; British Academy for the Humanities and Social Sciences Corresponding Fellow, 2015; Editor's Choice Award for Best Paper in the Journal of Cognition and Development (with Shutts & Roben), 2015; John P. McGovern Award Lecture in the Behavioral Sciences, 2016; C.L. de Carvalho-Heineken Prize for Cognitive Sciences, 2016

SELECTED PUBLICATIONS:

Please Note: These electronic articles are posted for individual, noncommericial use to ensure timely dissemination of scholarly work. They are intended for teaching and training purposes only. Articles may not be reposted or disseminated without permission by the copyright holder. Copyright holders retain all rights as indicated within each article.

Liu, S., & Spelke, E. S. (2017). Six-month-old infants expect agents to minimize the cost of their actions. Cognition, 160, 35-42.

Mehr, S. A., & Spelke, E. S. (2017). Shared musical knowledge in 11-month-old infants. Developmental Science.

Spokes, A. C., & Spelke, E. S. (2017). The cradle of social knowledge: Infants' reasoning about caregiving and affiliation. Cognition, 159, 102-116.

Khanum, S., Hanif, R., Spelke, E.S., Berteletti, I., Hyde, D.C. (2016). Effects of non-symbolic approximate number practice on symbolic numerical abilities in Pakistani children. PLoS ONE, 11(10): e0164436.

Jara-Ettinger, J., Piantadosi, S. Spelke, E. S., Levy, R. & Gibson, E. (2016). Mastery of the logic of natural numbers is not the result of mastery of counting: Evidence from late counters. Developmental Science.

Dillon, M. R.,& Spelke, E. S. (2016). Young children's use of surface and object information in drawings of everyday scenes. Child Development.

Spelke, E. S. (2016). Core knowledge and conceptual change: A perspective on social cognition. In D. Barner & A. S. Baron (Eds.), Core Knowledge and Conceptual Change. New York: Oxford University Press.

Spelke, E. S. (2016). Cognitive abilities of infants. In R. J. Sternberg, S. T. Fiske, & D. J. Foss (Eds.), Scientists Making a Difference: One Hundred Eminent Behavioral and Brain Scientists Talk about Their Most Important Contributions. Cambridge, UK: Cambridge University Press.

Soley, G. & Spelke, E. S. (2016). Shared cultural knowledge. Effects of music on young children's social preferences. Cognition, 148, 106-116.

McCrink, K., & Spelke, E. S. (2016). Non-symbolic division in childhood. Journal of Experimental Child Psychology, 142, 66-82.

Dehaene-Lambertz, G. & Spelke, E. S. (2015). The infancy of the human brain. Neuron, 88, 93-109.

Dillon, M. R., Pires, A. C., Hyde, D. C., and Spelke, E. S. (2015). Children's expectations about training the approximate number system. British Journal of Developmental Psychology, 33(4), 411-418.

Hobbs, K., & Spelke, E. S. (2015). Goal attributions and instrumental helping at 14 and 24 Months of Age. Cognition 142, 44-59.

Huang, Y. & Spelke, E. S. (2015).Core knowledge and the emergence of symbols: The case of maps. Journal of Cognition and Development, 16, 81-96.

de Hevia, M. D., Izard, V., Coubart, A., Spelke, E. S., & Streri, A. (2014). Representations of space, time, and number in neonates. Proceedings of the National Academy of Sciences, 111, 4809-4813.

Heiphetz, L., Spelke, E. S., Harris, P. L., & Banaji, M. R. (2014). What do different beliefs tell us? An examination of factual, opinion-based, and religious beliefs. Cognitive Development, 30, 15-29.

Hyde, D. C., Khanum, S., & Spelke, E. S. (2014). Brief non-symbolic, approximate number practice enhances subsequent exact symbolic arithmetic in children. Cognition, 131, 92-107.

Coubart, A., Izard, V., Spelke, E. S. , Marie, J., & Streri, A. (2014). Dissociation between small and large numerosities in newborn infants. Developmental Science, 17, 11-22.

Skerry, A. E. & Spelke, E. S. (2014). Preverbal infants identify emotional reactions that are incongruent with goal outcomes. Cognition, 130, 204-216.

Izard, V., O'Donnell, E., & Spelke, E. S. (2014). Reading angles in maps. Child Development, 85, 237-249.

Spelke, E. S. (2013). Developmental sources of social divisions. In A. M. Battro, S. Dehaene, & W. J. Singer (Eds.), Neurosciences and the Human Person: New Perspectives on Human Activities, Pontifical Academy of Sciences, Scripta Varia, 121. Vatican City.

Mehr S. A., Schachner, A., Katz, R. C., & Spelke, E. S. (2013). Two randomized trials provide no consistent evidence for nonmusical cognitive benefits of brief preschool music enrichment. PLOS ONE, 8, e82007.

Heiphetz, L., Spelke, E. S., & Banaji, M. R. (2013). Patterns of implicit and explicit attitudes in children and adults: Tests in the domain of religion. Journal of Experimental Psychology: General, 142, 864-879.

Heiphetz, L., Spelke, E. S., Harris, P. L., & Banaji, M. R. (2013). The development of reasoning about beliefs: Fact, preference, and ideology. Journal of Experimental Social Psychology, 49, 559-565.

Banerjee, K., Haque, O.S., & Spelke, E. S. (2013). Melting lizards and crying mailboxes: Children's preferential recall of minimally counterintuitive concepts. Cognitive Science, 37, 1251-1289.

Olson, K. R., Heberlein, A. S., Kensinger, E., Burrows, C., Dweck, C. S., Spelke, E. S., & Banaji, M. R. (2013). The role of forgetting in undermining good intentions. PLOS ONE, 8, e79091.

de Hevia, M. D. & Spelke, E. S. (2013). Not all continuous dimensions map equally: Number-Brightness mapping in human infants. PLOS ONE, 8, e81241.

Spaepen, E., Coppola, M., Flaherty, M., Spelke, E., & Goldin-Meadow, S. (2013). Generating a lexicon without a language model: Do gestures for number count? Journal of Memory and Language, 69, 496-505.

Lee, S. A., Vallortigara, G., Flore, M., Spelke, E. S., & Sovrano, V. A. (2013). Navigation by environmental geometry: The use of zebrafish as a model. The Journal of Experimental Biology, 216, 3693-3699.

Dillon, M. R., Huang, Y., & Spelke, E. S. (2013). Core foundations of abstract geometry. Proceedings of the National Academy of Sciences, 110, 14191-14195.

Piazza, M., Pica, P., Izard, V., Spelke, E. S. & Dehaene, S. (2013). Education enhances the acuity of the non-verbal approximate number system. Psychological Science, 24, 1037-1043.

Spelke, E. S., Bernier, E. P., & Skerry, A. E. (2013). Core social cognition. In M. R. Banaji & S. A. Gelman (Eds.), Navigating the Social World: What Infants, Children, and Other Species Can Teach Us (pp. 11-16). Oxford University Press.

Huang, Y., Spelke, E. S., & Snedeker, J. (2013). What exactly do numbers mean? Language Learning and Development, 9, 105-129.

Winkler-Rhoades, N., Carey, S. & Spelke, E. S. (2013). Two-year-old children interpret abstract, purely geometric maps. Developmental Science, , 365-376.

Shutts, K., Roben, C. K. P., & Spelke, E. S. (2013). Children's use of social categories in thinking about people and social relationships. Journal of Cognition and Development, 14, 35-62.

Lee, S. A., Winkler-Rhoades, N. & Spelke, E. S. (2012). Spontaneous reorientation is guided by perceived surface distance. PLoS-ONE, 7, e51373.

Spelke, E. S., & Lee, S. A. (2012). Core systems of geometry in animal minds. Philosophical Transactions of the Royal Society, B. 367, 2784-93.

Lee, S. A., Spelke, E. S., Vallortigara, G. (2012). Chicks, like children, spontaneously reorient by three-dimensional environmental geometry, not by image matching. Biology Letters, 8, 492-494.

Beier, J. S., & Spelke, E. S. (2012). Infants' developing understanding of social gaze. Child Development, 83, 486-496.

Spelke, E. S. (2011). Core systems and the growth of human knowledge: Natural geometry. In A. M. Battro, S. Dehaene, & W. J. Singer (Eds.), The Proceedings of the Working Group on Human Neuroplasticity and Education: Vol. 117. Human Neuroplasticity and Education (pp. 73-99). Vatican City: The Pontifical Academy of Sciences.

Bonawitz, E. B., Shafto, P., Gweon, H., Goodman, N., Spelke, E. & Schulz, L. E. (2011). The double-edged sword of pedagogy: Teaching limits children's spontaneous exploration and discovery. Cognition, 120, 322-330.

Izard, V., Pica, P., Spelke, E. S., & Dehaene, S. (2011). Flexible intuitions of Euclidean geometry in an Amazonian indigene group. Proceedings of the National Academy of Sciences, 108, 9782-9787

Spelke, E. S., Gilmore, C. K., & McCarthy, S. (2011). Kindergarten children's sensitivity to geometry in maps. Developmental Science, 14, 809-821.

Spelke, E. S. (2011). Natural number and natural geometry. In E. Brannon & S. Dehaene (Eds.), Space, Time and Number in the Brain: Searching for the Foundations of Mathematical Thought (pp. 287-317). Attention & Performance XXIV, Oxford University Press.

Izard, V., Pica, P., Dehaene, S., Hinchey, D., & Spelke, E. S. (2011). Geometry as a universal mental construction. In E. Brannon & S. Dehaene (Eds.), Space, Time and Number in the Brain: Searching for the Foundations of Mathematical Thought (pp. 319-332). Attention & Performance XXIV, Oxford University Press.

Hyde, D. C., Winkler-Rhoades, N., Lee, S. A., Izard, V., Shapiro, K. A., & Spelke, E. S. (2011). Spatial and numerical abilities without a complete natural language. Neuropsychologia, 49, 924-936.

Kinzler, K. D., & Spelke, E. S. (2011). Do infants show social preferences for people differing in race? Cognition, 119, 1-9.

Lee, S. A., & Spelke, E. S. (2011). Young children reorient by computing layout geometry, not by matching images of the environment. Psychonomic Bulletin & Review, 18, 192-198.

McCrink, K., & Spelke, E. S. (2010). Core multiplication in childhood. Cognition, 116, 204-216.

Huang, Y. T., Spelke, E. S., & Snedeker, J. (2010). When is four far more than three? Children's generalization of newly acquired number words. Psychological Science, 21, 600-606.

de Hevia, M. D. & Spelke, E. S. (2010). Number-space mapping in human infants. Psychological Science, 21, 653-660.

Gilmore, C. K., McCarthy, S. E., & Spelke, E. S. (2010). Non-symbolic arithmetic abilities and mathematics achievement in the first year of formal schooling. Cognition, 115, 394-406.

Shutts, K., Banaji, M. R., & Spelke, E. S. (2010). Social categories guide young children's preferences for novel objects. Developmental Science, 13, 599-610.

Spelke, E.S. (2009). Forum: Elizabeth S. Spelke. In M. Tomasello, Why We Cooperate (pp. 149-172). Cambridge, MA: The MIT Press.

Izard, V. & Spelke, E. S. (2009). Development of sensitivity to geometry in visual forms. Human Evolution, 24, 213-248.

Shutts, K., Ornkloo, H., von Hofsten, C., Keen, R., & Spelke, E. S. (2009). Young children's representations of spatial and functional relations between objects. Child Development, 80, 1612-1627.
Fagard, J., Spelke, E. S., von Hofsten, C. (2009). Reaching and grasping a moving object in 6-, 8-, and 10-month-old infants: Laterality and performance. Infant Behavior & Development, 32, 137-146.
Platt, M. L., & Spelke, E. S. (Eds.). (2009). Cognitive neuroscience [February Issue]. Current Opinion in Neurobiology, 19(1).

Izard, V., Sann, C., Spelke, E. S. & Streri, A. (2009). Newborn infants perceive abstract numbers. Proceedings of the National Academy of Sciences, 106, 10382-10385.

Dehaene, S., Pica, P., Izard, V., & Spelke, E. S. (2009). Response to comment on log or linear? Distinct intuitions of the number scale in Western and Amazonian indigine cultures. Science, 323, 38.

Shutts, K., Markson, L., & Spelke, E. S. (2009). The developmental origins of animal and artifact concepts. In B. Hood & L. Santos (Eds.), The Origins of Object Knowledge (pp. 189-210). Oxford: Oxford University Press.

Hespos, S. J., Gredeback, G., von Hofsten, C., & Spelke, E. S. (2009). Occlusion is hard: Comparing predictive reaching for visible and hidden objects in infants and adults. Cognitive Science, 33, 1483-1502.

Spelke, E. S., & Ellison, K. (2009) Gender, math and science. In C.H. Sommers (Ed.), The Science of Women in Science. Washington, DC:AEI Publications.

Dehaene, S., Izard, V., Spelke, E. S., Pica, P. (2008). Log or linear? Distinct intuitions of the number scale in Western and Amazonian cultures. Science, 320, 1217-1220.

Gilmore, C. K., & Spelke, E. S. (2008). Children's understanding of the relationship between addition and subtraction. Cognition, 107, 932-945.

Shusterman, A. B., Lee, S.A., & Spelke, E. S. (2008). Young children's spontaneous use of geometry in maps. Developmental Science. 11, F1-F7.

Spelke, E. S. (2008). Effects of music instruction on developing cognitive systems at the foundations of mathematics and science. Learning, Arts and the Brain: The Dana Consortium Report on Arts and Cognition. NY/Washington D.C.: Dana Press.

Olson, K. R., Dunham, Y., Dweck, C. S., Spelke, E. S., & Banaji, M. (2008). Judgments of the lucky across development and culture. Journal of Personality and Social Psychology, 94, 757-776.

Cappelletti, M., Barth, H., Fregni, F., Spelke, E. S., & Pascual-Leone, A. (2007). rTMS over the intraparietal sulcus disrupts numerosity processing. Experimental Brain Research, 179, 631-642.

Ganea, P. A., Shutts, K., Spelke, E. S., & DeLoache, J. S. (2007). Thinking of things unseen: Infants' use of language to update mental representations. Psychological Science, 18, 734-739.

Gilmore, C. K., McCarthy, S. E., & Spelke, E. S. (2007). Symbolic arithmetic knowledge without instruction. Nature, 447, 589-591.

Kinzler, K. D., Dupoux, E., & Spelke, E. S. (2007). The native language of social cognition. Proceedings of the National Academy of Sciences, 104, 12577-12580.

Kinzler, K. D., & Spelke, E. S. (2007). Core systems in human cognition. Progress in Brain Research, 164, 257-264.

Spaepen, E. U. & Spelke, E. S. (2007). Will any doll do? Twelve-month-olds' reasoning about goal objects. Cognitive Psychology, 54, 133-154.

Spelke, E. S., & Kinzler, K. D. (2007). Core knowledge. Developmental Science, 10, 89-96.

Barth, H., La Mont, K., Lipton, J., Dehaene, S., Kanwisher, N., & Spelke, E. S. (2006). Non-symbolic arithmetic in adults and young children. Cognition, 98, 199-222.

Dehaene, S., Izard, V., Pica, P,. & Spelke, E. S. (2006). Core knowledge of geometry in an Amazonian indigene group. Science, 311, 381-384.

Dehaene, S., Izard, V., Pica, P., & Spelke, E. S. (2006). Examining knowledge of geometry: Response to Wulff and Delson. Science, 312, 1310.

Olson, K., Banaji, M., Dweck, C., & Spelke, E. S. (2006). Children's evaluations of lucky and unlucky people and their social groups. Psychological Science, 17, 845-846.

Lee, S. A., Shusterman, A., & Spelke, E. S. (2006). Reorientation and landmark-guided search by young children: Evidence for two systems. Psychological Science, 17, 577-582.

Lipton, J. S., & Spelke, E. S. (2006). Preschool children master the logic of number word meanings. Cognition, 98, B57-B66.

Markson, L., & Spelke, E. S. (2006). Infants' rapid learning about self-propelled objects. Infancy, 9, 45-71.

Shutts, K., Keen, R., & Spelke, E. S. (2006). Object boundaries influence toddlers' performance in a search task. Developmental Science, 9, 97-107.

Spelke, E. S., & Grace, A. D. (2006). Abilities, motives, and personal styles: Reply to Ackerman, Dai & Gridley. American Psychologist, 61, 725-726.

Spelke, E. S., & Grace, A. D. (2006). Sex, math, and science. In S. Ceci & W. Williams (Eds.), Why aren't more women in science? Top gender researchers debate the evidence, Washington, DC: APA Publications.

Barth, H., La Mont, K., Lipton, J., & Spelke, E. S. (2005). Abstract number and arithmetic in young children. Proceedings of the National Academy of Sciences, 102, 14116-14121.

Lipton, J. S., & Spelke, E. S. (2005). Preschool children's mapping of number words to nonsymbolic numerosities. Child Development, 76, 978-988.

Shusterman, A., & Spelke, E. S. (2005). Language and the development of spatial reasoning. In P. Carruthers, S. Laurence, & S. Stich (Eds.), The innate mind: Structure and contents, New York, NY: Oxford University Press, 89-106.

Spelke, E. S. (2005). Sex differences in intrinsic aptitude for mathematics and science: A critical review. American Psychologist, 60, 950-958.

Wood, J. N., & Spelke, E. S. (2005). Chronometric studies of numerical cognition in five-month-old infants. Cognition, 97(1), 23-39.

Wood, J. N., & Spelke, E. S. (2005). Infants' enumeration of actions: Numerical discrimination and its signature limits. Developmental Science, 8(2), 173-181.

Xu, F., Spelke, E. S., & Goddard, S. (2005). Number sense in human infants. Developmental Science, 8(1), 88-101.

Feigenson, L., Dehaene, S. & Spelke, E. S. (2004). Core systems of number. Trends in Cognitive Sciences, 8(10), 307-314.

Feigenson, L., Dehaene, S., & Spelke, E. S. (2004). Origins and endpoints of the core systems of number: Reply to Fias and Verguts. Trends in Cognitive Sciences, 8(10), 448-449.

Hauser, M. D., & Spelke, E. S. (2004). Evolutionary and developmental foundations of human knowledge: A case study of mathematics. In M. Gazzaniga (Ed.), The Cognitive Neurosciences, Vol. 3. Cambridge: MIT Press.

Hespos, S. J., & Spelke, E. S. (2004). Conceptual precursors to language. Nature, 430, 453-456.

Lipton, J. S., & Spelke, E. S. (2004). Discrimination of large and small numerosities by human infants. Infancy, 5(3), 271-290.

Molina, M., Van de Walle, G. A., Condry, K. & Spelke, E. S. (2004). The animate-inanimate distinction in infancy: Developing sensitivity to constraints on human actions. Journal of Cognition and Development, 5(4), 399-426.

Shutts, K., & Spelke, E. S. (2004). Straddling the perception-conception boundary. Developmental Science, 7(5), 507-511.

Streri, A., Gentaz, E., Spelke, E., & Van de Walle, G. A. (2004). Infants' haptic perception of object unity in rotating displays. Quarterly Journal of Experimental Psychology, 57A(3), 523-538.

Spelke, E. S. (2004). Core knowledge. In N. Kanwisher & J. Duncan (Eds.), Attention and Performance: Functional neuroimaging of visual cognition (Vol 20, pp. 29-56). Oxford: Oxford University Press.

Barth, H., Kanwisher, N., & Spelke, E. (2003). The construction of large number representations in adults. Cognition, 86(3), 201-221.

Hauser, M. D., Tsao, F., Garcia, P., & Spelke, E. S. (2003). Evolutionary foundations of number: spontaneous representation of numerical magnitudes by cotton-top tamarins. Proceedings of the Royal Society, London, B 270: 1441-1446.

Lemer, C., Dehaene, S., Spelke, E., & Cohen, L. (2003). Approximate quantities and exact number words: Dissociable systems. Neuropsychologia, 41(14), 1942-1958.

Lipton, J. S., & Spelke, E. S. (2003). Origins of number sense: Large number discrimination in human infants. Psychological Science, 14(5), 396-401.

Smith, W. C., Johnson, S. C. & Spelke, E. S. (2003). Motion and edge sensitivity in perception of object unity. Cognitive Psychology, 46, 31-64.

Spelke, E. S. (2003). Developing knowledge of space: Core systems and new combinations. In S. M. Kosslyn & A. Galaburda (Eds.), Languages of the Brain. Cambridge, MA: Harvard Univ. Press.

Spelke, E. S. (2003). Gibson's work 'an extended reply to Helmholtz.' American Psychological Society observer, 16(4).

Spelke, E. S. (2003). What makes us smart? Core knowledge and natural language. In D. Gentner and S. Goldin-Meadow (Eds.), Language in Mind: Advances in the Investigation of Language and Thought. Cambridge, MA: MIT Press.

Wang, R. F., & Spelke, E. S. (2003). Comparative approaches to human navigation. In K. Jeffrey (Ed.), The Neurobiology of Spatial Behavior. Oxford University Press.

Feigenson, L., Carey, S., & Spelke, E. S. (2002). Infants' discrimination of number vs. continuous extent. Cognitive Psychology, 44, 33-66.

Phillips, A., Wellman, H., & Spelke, E. (2002). Infants' ability to connect gaze and emotional expression as cues to intentional action. Cognition, 85(1), 53-78.

Santos, L. R., Hauser, M. D., & Spelke, E. S. (2002). Domain-specific knowledge in human children and non-human primates: Artifact and food kinds. In M. Bekoff (Ed.), The Cognitive Animal. Cambridge, MA: MIT Press.

Spelke, E. S. (2002). Developmental neuroimaging: A developmental psychologist looks ahead. Developmental Science, 5(3), 392-396.

Spelke, E. S., & Hespos, S. J. (2002). Conceptual development in infancy: The case of containment. In N. L. Stein, P. J. Bauer, & M. Rabinowitch (Eds.), Representation, Memory, and Development: Essays in honor of Jean Mandler. Hillsdale, NJ: Erlbaum.

Wang, R. F., & Spelke, E. S. (2002). Human spatial representation: Insights from animals. Trends in Cognitive Sciences, 6(9), 376-382.

Gouteux, S., & Spelke, E. S. (2001). Children's use of geometry and landmarks to reorient in an open space. Cognition, 81(2). 119-148.

Munakata, Y., Santos, L., R. Spelke, E. S., Hauser, M. D., & O'Reilly, R. C. (2001). Visual representation in the wild: How rhesus monkeys parse objects. Journal of Cognitive Neuroscience, 13, 44-58.

Spelke, E. S., & Hespos, S. J. (2001). Continuity, competence, and the object concept. In E. Dupoux (Ed.), Language, brain, and cognitive development: Essays in honor of Jacques Mehler (pp. 325-340). Cambridge, MA: Bradford/MIT Press.

Spelke, E. S., & von Hofsten, C. (2001). Predictive reaching for occluded objects by 6-month-old infants. Journal of Cognition and Development, 2(3), 261-281.

Spelke, E. S., & Tsivkin, S. (2001). Initial knowledge and conceptual change: Space and number. In M. Bowerman & S. Levinson (Eds.), Language acquisition and conceptual development. Cambridge, UK: Cambridge University Press.

Spelke, E. S., & Tsivkin, S. (2001). Language and number: A bilingual training study. Cognition, 78, 45-88.

Condry, K. F., Smith, W. C., & Spelke, E. S. (2000). Development of perceptual organization. In F. Lacerda & M. Heiman (Eds.), Emerging Cognitive Abilities in Early Infancy. Hillsdale, NJ: Erlbaum.

von Hofsten, C., Feng, Q., & Spelke, E. S. (2000). Object representation and predictive action in infancy. Developmental Science, 3, 193-205.

Spelke, E. S. (2000). Core knowledge. American Psychologist, 55, 1233-1243.

Spelke, E. S. (2000). Perceptual development is an intrinsic process. In R. Atkinson et al (Eds.), Hilgard's Introduction to Psychology, p. 186. Ft. Worth, TX: Harcourt College Publishers. (Reprinted in Smith, Bem, and Nolen-Hoeksema (Eds.), Fundamentals of Psychology, p. 150. Ft. Worth, TX: Harcourt College Publishers.)

Wang, R. F., & Spelke, E. S. (2000). Updating egocentric representations in human navigation. Cognition, 77(3), 215-250.

Xu, F., & Spelke, E. S. (2000). Large number discrimination in 6-month-old infants. Cognition, 74, B1-B11.

Dehaene, S., Spelke, E. S., Pinel, P., Stanescu, R., & Tsivkin, S. (1999). Sources of mathematical thinking: Behavioral and brain-imaging evidence. Science, 284, 970-974.

Hermer-Vasquez, L., Spelke, E. S., & Katsnelson, A. S. (1999). Sources of flexibility in human cognition: Dual-task studies of space and language. Cognitive Psychology, 39, 3-36.

Jusczyk, P. W., Johnson, S. P., Spelke, E. S., & Kennedy, L. J. (1999). Synchronous change and perception of object unity: Evidence from adults and infants. Cognition, 71, 257-288.

Kim, I. K., & Spelke, E. S. (1999). Perception and understanding of effects of gravity and inertia on object motion. Developmental Science, 2(3), 339-362.

Spelke, E. S. (1999). Infant cognition. In R.A. Wilson and F. Keil (Eds.), The MIT Encyclopedia of the Cognitive Sciences. Cambridge, MA: MIT Press.

Spelke, E. S. (1999). Innateness, learning, and the development of object representation. Developmental Science, 2, 145-148.

Spelke, E. S. (1999). Unity and diversity in knowledge. In E. Winograd, R. Fivush & W. Hirst (Eds.), Ecological approaches to cognition: Essays in honor of Ulric Neisser. Mahwah, NJ: Erlbaum.

Spelke, E. S., & Dehaene, S. (1999). Biological foundations of numerical thinking. Trends in Cognitive Sciences, 3, 365-366.

Wang, R. F., Hermer-Vazquez, L., & Spelke, E. S. (1999). Mechanisms of reorientation and object localization by children: A comparison with rats. Behavioral Neuroscience, 113, 475-485.

von Hofsten, C., Vishton, P., Spelke, E. S., Feng, Q., & Rosander, K. (1998). Predictive action in infancy: Tracking and reaching for moving objects. Cognition, 76(3), 255-285.

Spelke, E. S. (1998). Nativism, empiricism, and the origins of knowledge. Infant Behavior and Development, 21(2), 181-200.

Spelke, E. S. (1998). Nature, nurture, and development. In J. Hochberg and J. E. Cutting (Eds.), Handbook of perception and cognition, 2nd ed: Perception and cognition at century's end. San Diego, CA: Academic Press.

Spelke, E. S., & Newport, E. (1998). Nativism, empiricism, and the development of knowledge. In R. Lerner (Ed.), Handbook of child psychology, 5th ed., Vol. 1: Theoretical models of human development. NY: Wiley.

Van de Walle, G., Rubenstein, J., & Spelke, E. S. (1998). Infant sensitivity to shadow motions. Cognitive Development, 13, 387-419.

Carey, S., & Spelke, E. S. (1996). Science and core knowledge. Philosophy of Science, 63(4), 515-533.

Hermer, L., & Spelke, E. S. (1996). Modularity and development: The case of spatial reorientation. Cognition, 61, 195-232.

Spelke, E. S., & Hermer, L. (1996). Early cognitive development: Objects and space. In R. Gelman & T. Au (Eds.), Handbook of perception and cognition, Vol. 1: Perceptual and cognitive development. San Diego, CA: Academic Press.

Van de Walle, G., & Spelke, E. S. (1996). Spatiotemporal integration and object perception in infancy. Child Development, 67, 2621-2640.

Hermer, L., & Spelke, E. S. (1995). L'Homme raisonne-t-il mieux que les animaux? La Recherche, 26, 78-79.

Spelke, E. S., Gutheil, G., & Van de Walle, G. (1995). The development of object perception. In D. Osherson (Ed.), Invitation to cognitive science, 2nd ed., Vol. 2: Visual cognition. Cambridge, MA: MIT Press.

Spelke, E. S., Kestenbaum, R., Simons, D., & Wein, D. (1995). Spatiotemporal continuity, smoothness of motion and object identity in infancy. The British Journal of Developmental Psychology, 13, 113-142.

Spelke, E. S., Phillips, A. T., & Woodward, A. L. (1995). Infants' knowledge of object motion and human action. In D. Sperber, D. Premack, A. Premack, & (Eds.), Causal cognition: A multidisciplinary debate. Oxford University Press.

Spelke, E. S., Vishton, P., & von Hofsten, C. (1995). Object perception, object-directed action, and physical knowledge in infancy. In M. Gazzaniga (Ed.), The Cognitive Neurosciences. Cambridge, MA: MIT Press.

Carey, S., & Spelke, E. S. (1994). Domain-specific knowledge and conceptual change. In L. Hirschfeld & S. Gelman (Eds.), Mapping the mind: Domain specificity in cognition and culture, pp. 169-200. Cambridge, UK: Cambridge University Press.

Hermer, L., & Spelke, E. S. (1994). A geometric process for spatial reorientation in young children. Nature, 370, 57-59.

Slater, A., Johnson, S. P., Kellman, P. J., & Spelke, E. S. (1994). The role of three-dimensional depth cues in infants' perception of partly occluded objects. Early Development and Parenting, 3, 187-191.

Spelke, E. S. (1994). Developing knowledge: Diverse perspectives and common themes. In A. Vyt, H. Bloch and M. H. Bornstein (Eds.), Early child development in the French tradition: Contributions from current research. Hillsdale, NJ: Lawrence Erlbaum Associates.

Spelke, E. S. (1994). Preferential looking and intermodal perception in infancy: Comment on Lewkowicz (1992). Infant Behavior and Development, 17, 285-288.

Spelke, E. S., Katz, G., Purcell, S. E., Ehrlich, S. M., & Breinlinger, K. (1994). Early knowledge of object motion: Continuity and inertia. Cognition, 51, 131-176.

Spelke, E. S., Breinlinger, K., Jacobson, K., & Phillips, A. (1993). Gestalt relations and object perception: A developmental study. Perception, 22, 1483-1501.

Spelke, E. S., & Van de Walle, G. (1993). Perceiving and reasoning about objects: Insights from infants. In N. Eilan, R. McCarthy, & W. Brewer (Eds.), Spatial representation. Oxford: Basil Blackwell.

Streri, A., Spelke, E. S., & Rameix, E. (1993). Modality-specific and amodal aspects of object perception in infancy: The case of active touch. Cognition, 47, 251-279.

Van de Walle, G., & Spelke, E. S. (1993). L'intégration spatio-temporelle dans la perception des objects chez le bébé. Psychologie Française, 38, 75-83.

Woodward, A., Phillips, A., & Spelke, E. S. (1993). Infants' expectations about the motions of inanimate vs. animate objects. Proceedings of the Cognitive Science Society. Hillsdale, NJ: Erlbaum.

Kim, I. K., & Spelke, E. S. (1992). Infants' sensitivity to effects of gravity on visible object motion. Journal of Experimental Psychology: Human Perception and Performance, 18, 385-393.

Soja, N. N., Carey, S., & Spelke, E. S. (1992). Perception, ontology, and word meaning. Cognition, 45, 101-107.

Spelke, E. S., Breinlinger, K., Macomber, J., & Jacobson, K. (1992). Origins of knowledge. Psychological Review, 99, 605-632.

Spelke, E. S. (1991). Physical knowledge in infancy: Reflections on Piaget's theory. In S. Carey & R. Gelman (Eds.), Epigenesis of mind: Studies in biology and cognition. Hillsdale, NJ: Erlbaum.

Starkey, P., Spelke, E. S., & Gelman, R. (1991). Toward a comparative psychology of number. Cognition, 39, 171-172.

Spelke, E. S. (1990). Cognitive capacities of human infants: Conceptions of object motion. In G. Edelman (Ed.), Signal and sense: Local and global order in the nervous system. NY: Wiley.

Spelke, E. S. (1990). Principles of object perception. Cognitive Science, 14, 29-56.

Starkey, P., Spelke, E. S., & Gelman, R. (1990). Numerical abstraction by human infants. Cognition, 36, 97-128.

Spelke, E. S. (1989). Early cognitive functioning. In C. Von Euler (Ed.), Neurobiology of early infant behaviour. UK: The Macmillan Press.

Spelke, E. S., von Hofsten, C., & Kestenbaum, R. (1989). Object perception and object-directed reaching in infancy: Interaction of spatial and kinetic information for object boundaries. Developmental Psychology, 25, 185-196.

Streri, A., & Spelke, E. S. (1989). Effects of motion and figural goodness on haptic object perception in infancy. Child Development, 60, 1111-1125.

Landau, B., & Spelke, E. S. (1988). Geometric complexity and object search in infancy. Developmental Psychology, 24, 512-521.

Spelke, E. S. (1988). The origins of physical knowledge. In L. Weiskrantz (Ed.), Thought without language. Oxford, UK: Oxford Press.

Spelke, E. S. (1988). Where knowledge begins. Physical conceptions in infancy. In H. Azuma (Ed.), IXth Biennial Meetings of International Society for the Study of Behavioural Development. Tokyo, Japan: The Center of Developmental Education and Research.

Spelke, E. S. (1988). Where perceiving ends and thinking begins: The apprehension of objects in infancy. In A. Yonas (Ed.), Perceptual development in infancy. Minnesota Symposium on Child Psychology (Vol. 20). Hillsdale, NJ: Lawrence Erlbaum, Assoc.

Streri, A., & Spelke, E. S. (1988). Haptic perception of objects in infancy. Cognitive Psychology, 20, 1-23.

Kellman, P. J., Gleitman, H., & Spelke, E. S. (1987). Object and observer motion in the perception of objects by infants. Journal of Experimental Psychology: Human Perception and Performance, 13, 586-593.

Kestenbaum, R., Termine, N., & Spelke, E. S. (1987). Perception of objects and object boundaries by three-month-old infants. British Journal of Developmental Psychology, 5, 367-383.

Spelke, E. S. (1987). The development of intermodal perception. In L. B. Cohen & P. Salapatek (Eds.), Handbook of infant perception. New York: Academic Press.

Termine, N., Hrynick, T., Kestenbaum, R., Gleitman, H., & Spelke, E. S. (1987). Perceptual completion of surfaces in infancy. Journal of Experimental Psychology: Human Perception and Performance, 13, 524-532.

Kellman, P. J., Spelke, E. S., & Short, K. (1986). Infant perception of object unity from translatory motion in depth and vertical translation. Child Development, 57, 72-86.

Spelke, E. S., & von Hofsten, C. (1986). Do infants reach for objects? A reply to Stiles-Davis. Journal of Experimental Psychology: General, 115, 98-100.

Spelke, E. S., & Kestenbaum, R. (1986). Les origines du concept d'objet. Psychologie Française, 31, 67-72.

Baillargeon, R., Spelke, E. S., & Wasserman, S. (1985). Object permanence in five-month-old infants. Cognition, 20, 191-208.

von Hofsten, C., & Spelke, E. S. (1985). Object perception and object-directed reaching in infancy. Journal of Experimental Psychology: General, 114, 198-212.

Jones, R., Spelke, E. S., & Alley, T. (1985). Perceptual development. In W. H. Warren, Jr., & R. E. Shaw (Eds.), Persistence and change. Hillsdale, NJ: Erlbaum.

Landau, B., & Spelke, E. S. (1985). Spatial knowledge and its manifestations. In H. Wellman (Ed.), Children's searching: The development of search skills and spatial representation. Hillsdale, NJ: Erlbaum.

Spelke, E. S. (1985). Perception of unity, persistence, and identity: Thoughts on infants' conceptions of objects. In J. Mehler & R. Fox (Eds.), Neonate cognition. Hillsdale, NJ: Erlbaum.

Spelke, E. S. (1985). Preferential looking methods as tools for the study of cognition in infancy. In G. Gottlieb & N. Krasnegor (Eds.), Measurement of audition and vision in the first year of postnatal life (pp. 323-363). Norwood, NJ: Ablex.

Starkey, P., Gelman, R., & Spelke, E. S. (1985). Technical comment: Detection of number or numerousness by human infants. Science, 228, 1222.

Landau, B., Spelke, E. S., & Gleitman, H. (1984). Spatial knowledge in a young blind child. Cognition, 16, 225-260.

Gelman, R., Spelke, E. S., & Meck, E. (1983). What preschoolers know about animate and inanimate objects. In D. Rogers & J. A. Sloboda (Eds.), The acquisition of symbolic skills. New York: Plenum.

Gibson, E. J., & Spelke, E. S. (1983). The development of perception. In P. Mussen (series Ed.) & J. H. Flavell & E. Markman (Eds.), Handbook of Child Psychology, Vol 3. New York: Wiley.

Kellman, P. J., & Spelke, E. S. (1983). Perception of partly occluded objects in infancy. Cognitive Psychology, 15, 483-524.

Spelke, E. S. (1983). Cognition in infancy. MIT Occasional Papers in Cognitive Science. No. 23.

Spelke, E. S. (1983). Constraints on intermodal perception. In L. S. Liben (Ed.), Piaget and the foundations of knowledge. Hillsdale, NJ: Erlbaum.

Spelke, E. S., Born, W. S., & Chu, F. (1983). Perception of moving, sounding objects by four-month-old infants. Perception, 12, 719-732.

Starkey, P., Spelke, E. S., & Gelman, R. (1983). Detection of intermodal numerical correspondences by human infants. Science, 222, 179-181.

Spelke, E. S. (1982). Perceptual knowledge of objects in infancy. In J. Mehler, M. Garrett & E. Walker (Eds.), Perspectives on mental representation. Hillsdale, NJ: Erlbaum.

Gelman, R., & Spelke, E. S. (1981). The development of thoughts about animate and inanimate objects: Implications for research in social cognition. In J. H. Flavell & L. Ross (Eds.), The development of social cognition in children. Cambridge, England: Cambridge University Press.

Landau, B., Gleitman, H., & Spelke, E. S. (1981). Spatial knowledge and geometrical representation in a child blind from birth. Science, 213, 1275-1278.

Neisser, U., Hirst, W. C., & Spelke, E. S. (1981). Limited capacity theories and the notion of automaticity: Reply to Lucas and Bub. Journal of Experimental Psychology: General, 110, 499-500.

Spelke, E. S. (1981). The infant's acquisition of knowledge of bimodally specified events. Journal of Experimental Child Psychology, 31, 279-299.

Spelke, E. S., & Cortelyou, A. (1981). Perceptual aspects of social knowing: Looking and listening in infancy. In M. E. Lamb & L. R. Sherrod (Eds.), Infant social cognition: Empirical and theoretical considerations. Hillsdale, NJ: Erlbaum.

Hirst, W. C., Spelke, E. S., Reaves, C. C., Caharach, G., & Neisser, U. (1980). Dividing attention without alternation or automaticity. Journal of Experimental Psychology: General, 109, 98-117.

Spelke, E. S. (1980). A sampling of infant cognition: A review of John Oates (Ed.) Early cognitive development. Contemporary Psychology, 25, 549-550.

Spelke, E. S. (1979). Exploring audible and visible events in infancy. In A. D. Pick (Ed.), Perception and its development: A tribute to Eleanor J. Gibson. Hillsdale, NJ: Erlbaum.

Spelke, E. S. (1979). Perceiving bimodally specified events in infancy. Developmental Psychology, 15, 626-636.

Spelke, E. S., & Owsley, C. J. (1979). Intermodal exploration and knowledge in infancy. Infant Behavior and Development, 2, 13-27.

Hirst, W. C., Neisser, U., & Spelke, E. S. (1978). Divided attention. Human Nature, 1, 54-61.

Spelke, E. S. (1976). Infants' intermodal perception of events. Cognitive Psychology, 8, 553-560.

Spelke, E. S., Hirst, W., & Neisser, U. (1976). Skills of divided attention. Cognition, 4, 215-230.

Kotelchuck, M., Zelazo, P., Kagan, J., & Spelke, E. S. (1975). Infant reaction to parental separations when left with familiar and unfamiliar adults. Journal of Genetic Psychology, 126, 225-262.

Lester, B., Kotelchuck, M., Spelke, E. S., Sellers, M. J., & Klein, R. (1974). Separation protest in Guatemalan infants: Cross-cultural and cognitive findings. Developmental Psychology, 10, 79-85.

Spelke, E. S., Zelazo, P., Kagan, J., & Kotelchuck, M. (1973). Father interaction and separation protest. Developmental Psychology, 9, 83-90.

# data[].attributes.attachment_link.description
Department of Psychology Harvard University 33 Kirkland St. Cambridge, MA 02138 Phone: 617-495-3876 Fax: 617-384-7944 spelke@wjh.harvard.edu Link to "The Science of Gender and Science" video and transcript. Link to Elizabeth Spelke's New Yorker Profile. Link to Elizabeth Spelke's New York Times Profile EDUCATION: Radcliffe College, 1967-1971. B.A. in Social Relations, 1971.

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Nutrición

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Fernando Gómez-Pinilla, Ph.D. | UCLA Brain Research Institute

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Mechanisms of Neural Repair Role of Trophic Factors on Activity-dependent Plasticity We are interested on the mechanisms by which environmental factors affect neuronal health. We have found that trophic factors endogenous to the brain and spinal cord can be induced by the practice of select behaviors.

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Cerebro infantil

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My research investigates core structures of cognition; those inherent cognitive mechanisms with which we interpret incoming information and which enable us to make sense of and reason about the world. My students and I are studying various aspects of cognition within the first months of life, as a means of investigating the nature of the human mind prior to the influences of language, culture, education, and extensive experience.

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Neuronas espejo

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Giacomo Rizzolatti - Dept. of Neuroscience Sect. of Physiology: Parma (I)

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Since the early nineties I am having a close collaboration with the Department of Computer Science and Neuroscience of the University of Southern California, Los Angeles and with Ahmanson Lovelace Brain Mapping Center of UCLA, Los Angeles. I have been President of the European Brain Behavior Society and Italian Society for Neuroscience.

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Arte

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Ellen Winner - Psychology - Boston College

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Academic Profile: Ellen Winner's research focuses on two areas of research on cognition in the arts.

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Creatividad

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Beeman, M., Grunewald, K., Zabelina, D., Bowden, E., & Kounios, J. (in prep). The cognitive and neural components of sudden insight. The Psychology of Learning and Motivation, vol. 64.

Beeman, M., Wegbreit, E., Kounios, J., & Bowden, E. (in prep). Insight in visual recognition and verbal problems: Preparation, onset and solution.

Mirous, H. & Beeman, M. (In revision). Mood modulation of inference priming during story comprehension.

Salvi, C., Bricolo, E., Kounios, J., Bowden, E., & Beeman, M. (2016). Aha is right: Insight solutions are more often correct than analytic solutions. The Quarterly Journal of Experimental Psychology 69:6, 1064-1072. doi:10.1080/13546783.2016.1141798

Zabelina, D.L., Colzato, L., Beeman, M., & Hommel, B. (2016). Dopamine and the Creative Mind: Individual Differences in Creativity Are Predicted by Interactions between Dopamine Genes DAT and COMT. PLoS ONE 11(1): e0146768. doi:10.1371/journal.pone.0146768

Salvi, C., Cristofori, I., Beeman, M. & Grafman, J. (2016). T he_politics_of_insight. Quarterly Journal of Experimental Psychology doi:10.1080/17470218.2015.1136338

Zabelina, D., Saporta, A., Beeman, M. (2016). Flexible or leaky attention in creative people? Distinct patterns of attention for different types of creative thinking. Memory & Cognition, 1-11.

Salvi, C., Constantini, G., Bricolo, E., Perugini, M., & Beeman, M. (2016). Validation of Italian rebus puzzles and compound remote associate problems. Behavior Research Methods 48:664-685. doi:10.3758/s13428-015-0597-9

Salvi, C., Bricolo, E., Franconeri, S., Kounios, J., & Beeman, M. (2015). Sudden insight is associated with shutting out visual imputs. Psychonomic Bulletin & Review, 22(6) pp 1814-1819.doi:10.3758/s13423-015-0845-0

Zabelina, D.L., O'Leary, D., Pornpattananangkul, N., Nusslock, R., & Beeman, M. (2015). Creativity and sensory gating indexed by the P50: Selective versus leaky sensory gating in divergent thinkers and creative achievers. Neuropsychologia, 69, 77-84.

Zabelina, D.L., Condon, D., & Beeman, M. (2014). Do dimensional psychopathology measures relate to creative achievement or divergent thinking? Frontiers in Psychology: Psychopathology. doi: 10.3389/fpsyg.2014.01029

Wegbreit, E., Franconeri, S., & Beeman, M. (2014). Anxious mood narrows attention in feature space. Cognition & Emotion. June, pp. 1-10.

Kounios, J. & Beeman, M. (2014). The cognitive neuroscience of insight. Annual Review of Psychology. 65, 71-93. PMID: 24405359

Reber, P.J., Beeman, M., & Paller, K. (2013). Human memory systems: A framework for understanding the neurocognitive foundations of intuition. D. Schmorrow & C.M. Fidopiastis (Eds.), Foundations of Augmented Cognition - 7th International Augmented Cognition Conference, Held as Part of HCI International, pp. 474-483. Springer.

Subramaniam, K., Beeman, M., Faust, M., & Mashal, N. (2013). Positively-valenced stimuli facilitate creative novel metaphoric processes by enhancing medial prefrontal cortical (mPFC) activation. Frontiers in Psychology, 4: 211. doi: 10.3389/fpsyg.2013.00211

Zabelina, D.L., Guzman-Martinez, E., Ortega, L., Grabowecky, M., Suzuki, S., & Beeman, M. (2013). Suppressed semantic information accelerates analytic problem solving. Psychonomic Bulletin & Review, 20, 581-585.

Fleck, J.I., Beeman, M., & Kounios J. (2013). Insight. In D. Reisberg (Ed.), The Oxford Handbook of Cognitive Psychology. Oxford: Oxford University Press.

Zabelina, D.L., & Beeman, M. (2013). Short term attentional perseveration associated with real-life creative achievement. Frontiers in Psychology, 4:191. doi: 10.3389/fpsyg.2013.00191

Wegbreit, E., Suzuki, S., Grabowecky, M., Kounios, J. & Beeman, M. (2012). Visual attention modulates insight versus analytic solving of verbal problems. Journal of Problem Solving, 4(2), Article 5.

Subramaniam, K., Faust, M., Beeman, M., & Mashal, N. (2012). The repetition paradigm: Enhancement of novel metaphors and suppression of conventional metaphors in the left inferior parietal lobe. Neuropsychologia, 50, 2705-2719.

Powers, C., Bencic, R., Horton, W.S., & Beeman, M. (2012). Hemispheric inference priming during comprehension of conversations and narratives. Neuropsychologia, 50: 2577-2583.

Mirous, H.J., & Beeman, M. (2012). Bilateral processing and affect in creative language comprehension. In M. Faust (Ed.), The Handbook of the Neuropsychology of Language, pp. 319- 341. Oxford: Blackwell Publishing.

Ellamil, M., Dobson, C., Beeman, M., & Christoff, K. (2012). Evaluative and generative modes of thought during the creative process. NeuroImage, 59, 1783-1794.

Collier, A., & Beeman, M. (2012). Intuitive tip of the tongue judgments predict subsequent problem solving one day later. Journal of Problem Solving, 4(2), Article 8.

Hu, M., Kounios, J., Beeman, M., & Liang, H. (October 2011). Functional network analysis of insight in resting-state brain activity. Proceedings of 4th International Workshop on Advanced Computational Intelligence, Wuhan China, pp. 421-425.

Beeman, M., Bowden, E.M., Haberman, J., Frymiare, J.L., Arambel-Liu, S., Greenblatt, R., Reber, P.J., & Kounios, J. (2011). Neural activity observed in people solving verbal problems with insight. Reprinted in: T. Roberts, M. Moser, D. LePan, J. Gaunce & L. Buzzard (Eds.), Broadview Anthology of Expository Prose. Peterborough, ON, Canada: Broadview Press.

Beeman, M. (2010). Right hemisphere language processing. In P.C. Hogan (Ed.), Cambridge Encyclopedia of the Language Sciences, 719-721. New York: Cambridge University Press.

Kounios, J. & Beeman, M. (2010). The cognitive neuroscience of insight and its antecedents. In S. Kornguth, R. Steinberg, & M.D. Matthews (Eds.) Neurocognitive and Physiological Factors During High-Tempo Operations. Ashgate Press.

Subramaniam, K., Kounios, J., Parrish, T.B., & Jung-Beeman, M. (2009). A brain mechanism for facilitation of insight by positive affect. Journal of Cognitive Neuroscience, 21, 415-432.

Mashal, N., Faust, M., Hendler, T & Jung-Beeman, M. (2009). An fMRI study of processing novel metaphoric sentences. Laterality, 14, 30-54.

Kounios, J., & Jung-Beeman, M. (2009). Aha! The cognitive neuroscience of insight. Current Directions in Psychological Science, 18, 210-216.

Subramaniam, K., Kounios, J., Bowden, E.M., Parrish, T.B., & Jung-Beeman, M. (2009). Positive mood and anxiety modulate anterior cingulate activity and cognitive preparation for insight. Journal of Cognitive Neuroscience, 21, 415-432.

Kounios, J., Fleck, J., Green, D.L., Payne, L., Stevenson, J.L ., Bowden, E.M., & Jung-Beeman, M. (2008). The origins of insight in resting state brain activity. Neuropsychologia, 46, 281-291.

Virtue, S., Clancy, Z., Parrish, T., & Jung-Beeman, M. (2008). Inferences during story comprehension- Cortical recruitment affected by predictability of events and working-memory capacity. Journal of Cognitive Neuroscience, 20, 2274-2284.

Mashal, N., Faust, M., Hendler, T & Jung-Beeman, M. (2008). Hemispheric differences in processing the literal interpretation of idioms- Converging evidence from behavioral and fMRI studies. Cortex 44(7):848-60. doi: 10.1016/j.cortex.2007.04.004.

Fleck, J., Green, D.L., Stevenson, J.L., Payne, L., Bowden, E.M, Jung-Beeman, M., & Kounios, J. (2008). The transliminal brain at rest- Baseline EEG, unusual experiences, and access to unconscious mental activity. Cortex, 44, 1353-1363.

Bowden, E.M. & Jung-Beeman, M. (2007). Methods for investigating the neural components of insight. Methods, 42, 87-99.

Mashal, N., Faust, M., Hendler, T & Jung-Beeman, M. (2007). An fMRI investigation of the neural correlates underlying the processing of novel metaphoric expressions. Brain and Language, 100, 115-126.

Kounios, J., Frymiare, J.L., Bowden, E.M., Fleck, J.I., Subramaniam, K., Parrish, T.B., & Jung-Beeman, M. (2006). The prepared mind: Neural activity prior to problem presentation predicts subsequent solution by sudden insight. Psychological Science, 17, 882-890 .

Virtue, S., Haberman, J., Clancy, Z., Parrish, T., & Jung-Beeman, M. (2006). Neural activity of inferences during comprehension. Brain Research, 1084, 104-114.

Bowden, E.M., Jung-Beeman, M., Fleck, J., & Kounios, J. (2005). New approaches to demystifying insight. Trends in Cognitive Sciences, 9, 322-328.

Jung-Beeman, M. (2005). Bilateral brain processes for comprehending natural language. Trends in Cognitive Sciences, 9, 512-518.

Jung-Beeman, M., Bowden, E.M., Haberman, J., Frymiare, J.L., Arambel-Liu, S., Greenblatt, R., Reber, P.J., & Kounios, J. (April, 2004). Neural activity observed in people solving verbal problems with insight. Public Library of Science - Biology, 2(4).

Bowden, E.M. & Jung-Beeman, M. (2003). Aha! Insight experience correlates with solution activation in the right hemisphere. Psychonomic Bulletin & Review, 10, 730-737.

Bowden, E.M. & Jung-Beeman, M. (2003) One hundred forty-four Compound Remote Associate Problems- Short insight-like problems with one-word solutions. Behavioral Research, Methods, Instruments, and Computers, 35, 634-639.

Beeman, M.J. & Bowden, E. (2000). The right hemisphere maintains solution-related activation for yet-to-be solved insight problems. Memory & Cognition, 28, 1231-1241.

Beeman, M.J., Bowden, E.M., & Gernsbacher, M.A. (2000). Right and left hemisphere cooperation for drawing predictive and coherence inferences during normal story comprehension. Brain and Language, 71, 310-336.

Bowden, E.M., & Beeman, M.J. (1998). Getting the right idea- Semantic activation in the right hemisphere may help solve insight problems. Psychological Science, 6, 435-440.

Beeman, M.J. & Chiarello, C. (1998). Complementary right and left hemisphere language comprehension. Current Directions in Psychological Science, 7, 2-8.

Beeman, M., & Chiarello, C. (Eds.). (1998). Right hemisphere language comprehension: Perspectives from cognitive neuroscience. Mahwah, NJ: Lawrence Erlbaum Associates.

Beeman, M. (1998). Coarse semantic coding and discourse comprehension. In M. Beeman & C. Chiarello, (Eds.), Right hemisphere language comprehension: Perspectives from cognitive neuroscience, pp. 255-284. Mahwah, NJ: Lawrence Erlbaum Associates.

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Beeman, M., Grunewald, K., Zabelina, D., Bowden, E., & Kounios, J. (in prep). The cognitive and neural components of sudden insight. The Psychology of Learning and Motivation, vol. 64. Beeman, M., Wegbreit, E., Kounios, J., & Bowden, E. (in prep). Insight in visual recognition and verbal problems: Preparation, onset and solution.

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Juego y creatividad

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Videojuegos

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Research Description

A distinctive feature of the human brain is its capacity to learn and adapt to an ever-changing environment.What are the factors that promote such learning and brain plasticity? Are some parts of our nervous system more plastic than others, making some skills easier to acquire? Answers to these questions are central to basic science, education, clinical rehabilitation, and aging.To address these questions, my laboratory uses a multidisciplinary approach (behavior, brain imaging, eye tracking, vital statistics) to study how individuals learn and adapt to changes in experience, whether induced by nature (deafness) or training (playing video games). Our work and that of others in the field highlights that, although possible, learning tends to be highly specific to the exact training received. Overcoming this specificity would be advantageous, and part of the research is now investigating how we can leverage new media, such as video games, to foster learning to learn.

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A distinctive feature of the human brain is its capacity to learn and adapt to an ever-changing environment.What are the factors that promote such learning and brain plasticity? Are some parts of our nervous system more plastic than others, making some skills easier to acquire?

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Emociones y juego

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Neurobiología interpersonal

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pocket guide to interpersonal neurobiology

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Official website of Dr. Dan Siegel. Includes speaking events, audio and video highlights, course information and news. Dr. Siegel is an internationally recognized educator, practicing child psychiatrist and author of several books, including Mindsight: The New Science of Personal Transformation, Parenting From the Inside Out, and The Mindful Therapist.

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Sueño

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Mary A. Carskadon received a BA in psychology from Gettysburg College (1969) and is a distinguished alumna of that institution. She holds a doctorate with distinction in neuro- and biobehavioral sciences from Stanford University (1979), earned under the mentorship of William C. Dement, MD, PhD.

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Memoria

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Emociones

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Home > Brain and Creativity Institute > USC Dana and David Dornsife College of Letters, Arts and Sciences

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Memoria

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Eric Kandel, MD | DEPARTMENT OF NEUROSCIENCE

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Eric Kandel's research has been concerned with the molecular mechanisms of memory storage in Aplysia and mice. Kandel has received fifteen honorary degrees, is a member of the U.S. National Academy of Sciences as well as the National Science Academies of German and France.

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Atención

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Memoria

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Brenda Milner, C.C., G.O.Q., D.Sc., Ph.D. | Montreal Neurological Institute and Hospital - McGill University

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Dr. Milner obtained her B.A. (1939) and M.A. (1949) in Experimental Psychology from the University of Cambridge. She completed her Ph.D. in Physiological Psychology in 1952 under the supervision of Dr. Donald Hebb at McGill. Dr. Milner obtained her D.Sc. in 1972 in Experimental Psychology at the University of Cambridge.

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Atención

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Michael Posner | Institute of Neuroscience

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Abstract PURPOSE OF REVIEW: Attention is a primary cognitive function critical for perception, language, and memory. We provide an update on brain networks related to attention, their development, training, and pathologies. RECENT FINDINGS: An executive attention network, also called the cingulo-opercular network, allows voluntary control of behavior in accordance with goals.

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Emociones

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NYU/CNS : Faculty : Core Faculty : Joseph E. LeDoux

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People, Center for Neural Science, New York University

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Emociones

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Anxious: Using the Brain to Understand and Treat Fear and Anxiety (2015)

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Emociones

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Mary Helen Immordino-Yang, Ed.D. - USC Rossier School of Education

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Yang X-F, Bossmann J, Schiffhauer B, Jordan M and Immordino-Yang MH (2013) Intrinsic default mode network connectivity predicts spontaneous verbal descriptions of autobiographical memories during social processing Frontiers in Cognition.. 3:592. doi: 10.3389/fpsyg.2012.00592 - Online Article

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Ejercicio Físico

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Art Kramer, Beckman Institute, University of Illinois

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The Beckman Institute for Advanced Science and Technology at the University of Illinois is an interdisciplinary research institute devoted to leading-edge research in the physical sciences, computation, engineering, biology, behavior, cognition, and neuroscience.

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Cerebro adolescente

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Sarah-Jayne is actively involved in Public Engagement with Science: she frequently gives public lectures and talks at schools, has worked with the Select Committee for Education, and acted as scientific consultant on the BBC series The Human Mind in 2003. She gave a TED talk at TEDGlobal, Edinburgh, 2012, which has had over one million views.