The Robert J. Schwartz Memorial Lecture

Educational Neuroscience: How Cognitive Neuroscience Can Inform Approaches to Learning

Wednesday, April 25, 2018
7:30 - 9:00 p.m.

The Windward School
Westchester Middle School
40 West Red Oak Lane
White Plains, NY 10604


Laurie E. Cutting, PhD, Guest Lecturer

Educational neuroscience is an emerging field of research that draws upon the disciplines of cognitive neuroscience, education, and psychology, with the goal of examining neurobiological processes as related to education. In this lecture, the neural mechanisms of reading, mathematics, and attention will be discussed as well as insights about how this emerging field can influence instructional practice. In addition, neurobiological approaches that may inform and refine our understanding of how to identify and treat reading difficulties will be discussed.

Laurie E. Cutting, PhD, is the Patricia and Rodes Hart Professor of Special Education, Psychology and Human Development, Radiology, and Pediatrics and a Joe B. Wyatt Distinguished University Professor at Vanderbilt University. She is also Associate Director of the Vanderbilt Kennedy Center, a member of the Vanderbilt Brain Institute, training faculty for Vanderbilt’s Neuroscience PhD program, and a Senior Scientist at Haskins Laboratories. Her work focuses on the cognitive neuroscience of learning, with a particular emphasis on reading disabilities, language, and executive function. Currently, she is the principal investigator of National Institutes of Health (NIH)-funded research projects on reading and reading comprehension and a co-investigator on other NIH- and National Science Foundation (NSF) - projects focused on cognitive development as well as reading and math development and intervention. Prior to joining the faculty at Vanderbilt, Dr. Cutting was is a research scientist at the Kennedy Krieger Institute and an Associate Professor of Neurology at the Johns Hopkins School of Medicine and an Associate Professor of Education at Johns Hopkins University. She has authored or co-authored over 90 publications focusing on reading, reading disabilities, and other learning disorders and regularly reviews for the NIH and other government agencies. 

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