Sylvi Kuperman examines early childhood investments that produce long-term impacts throughout lifespan such as center-based early childhood education and home-visiting programs for the benefit of at-risk children and families. She is interested in identifying environmental and neuropsychological processes that influence social cognition, resilience, achievement-orientation, self-regulation, curiosity and engagement in learning. As Senior Research Analyst at the Center for the Economics of Human Development, Ms.
Sian Beilock is President of Barnard College. Her research sits at the intersection of cognitive science and education. She explores the cognitive and neural substrates of skill learning as well as the mechanisms by which performance breaks down in high-stress or high-pressure situations.
Peter Molenaar is the Distinguished Professor of Human Development and Psychology at the Pennsylvania State University. The general theme of his work concerns the application of mathematical theories to solve substantive psychological issues. Some more specific elaborations of this theme are: 1. Application of mathematical singularity theory (in particular catastrophe theory) to the analysis of developmental stage transitions. 2.
Wendy Johnson is a Reader in Psychology at the University of Edinburgh. She grew up in Tacoma, Washington, USA. She graduated in mathematics from Occidental College in Los Angeles. She spent many years as a consulting casualty actuary in the San Francisco Bay Area. With a partner, she founded Pacific Actuarial Consultants in 1991, continuing there until 2001.
David Yeager is an Assistant Professor of Developmental Psychology at the University of Texas at Austin, a Fellow at the Carnegie Foundation for the Advancement of Teaching, and a Faculty Research Associate at the UT Population Research Center. His research focuses on social cognitive development during adolescence and on the psychology of resilience, particularly during difficult school transitions such as the transition to high school or college.
Greg Walton is an Assistant Professor of Psychology at Stanford University. Much of his research investigates psychological processes that contribute to major social problems and how "wise" interventions that target these processes can help address such problems. These psychological interventions can be minor in scope and duration but generate long-lasting effects.
Mark Tomlison is a Professor in the Psychology Department at Universiteit Stellenbosch. He is an Associate Editor of the Infant Mental Health Journal and is on the International Editorial Board of Psychology, Health and Medicine. Prof Tomlinson has completed epidemiological work investigating the association between postpartum depression and the mother-infant relationship, and the impact of postpartum depression on infant and child development.
I am a Professor of Community Psychology at the University of Quebec. I have been working in the field of early childhood prevention for the last 15 years. In France, I have developed several public-orientated services of prevention (CAPEDP, PANJO, Petits pas Grands pas) which were the first interventions based on research ever led in the country. In Quebec and in France, I am involved in several research projects aiming to identify the facilitators for the success of public (governmental) preventative interventions.
Stephen J. Suomi, Ph.D. is Chief of the Laboratory of Comparative Ethology at the Eunice Kennedy Shriver National Institute of Child Health & Human Development (NICHD), National Institutes of Health (NIH) in Bethesda, Maryland. He also holds research professorships at the University of Virginia, the University of Maryland, College Park, the Johns Hopkins University, Georgetown University, the Pennsylvania State University, and the University of Maryland, Baltimore County. Dr. Suomi earned his B.A. in psychology at Stanford University in 1968, and his M.A. and Ph.D.
Rebecca L. Shiner is Associate Professor, Presidential Scholar, and Chair of Psychology at Colgate University. She served as an Associate Editor of the Journal of Personality from 2004-2008, an executive board member of the Association for Research in Personality, and a consultant to the DSM-V Working Group on Personality Disorders. Dr. Shiner's research centers on temperament and personality development in childhood and adolescence, including structure, stability, and change, and the links between personality and life outcomes.