My background is in social and community psychology. I have been taking part in the implementation of the first early childhood intervention in France ("CAPEDP" RCT, 2005-2011) and I am involved in the EuropeanNetwork on Early Childhood Interventions (www.eneci.org). I am currently employed by the French National Institute for Prevention and Health Education and I am associated to the University of Quebec in Montreal.
Dr. Roberts received his Ph.D. from University of California Berkeley in 1994 in personality psychology and worked at the University of Tulsa until 1999 when he joined the faculty at the University of Illinois, where he is a Richard and Margaret Romano Professorial Scholar.
William Revelle has been a professor of psychology at Northwestern University since 1973 where he directs the graduate program in personality psychology. He has been chairman of the department of psychology for 9 years. His teaching and research emphasizes that personality is the last refuge of the generalist in psychology and that personality theorists need to collaborate with cognitive, social, clinical and biologically oriented psychologists as well as economists, political scientists and statisticians.
Diana Mendley Rauner is President of the Ounce of Prevention Fund, a public-private partnership serving at-risk children and their families from before birth to age five. The Ounce advocates for programs and policies that benefit young children and families; provides training to early childhood professionals in Illinois; and engages in rigorous research and evaluation projects that contribute to best practices throughout the early childhood field.
Sharon Landesman Ramey, Ph.D., currently holds the positions of Distinguished Research Scholar at the Virginia Tech Carilion Research Institute, Professor of Psychology at Virginia Tech, and Adjunct Professor of Human Science at Georgetown University. She is a developmental scientist who studies the multiple biosocial and environmental influences on prenatal and early child development, the transition to school and academic achievement, family dynamics, and inter-generational vitality and competence.
Elizabeth Pungello, Ph.D., is a Scientist at the Frank Porter Graham Child Development Institute, a Research Associate Professor in the Developmental Psychology Program at the University of North Carolina at Chapel Hill, and a Mentor Faculty member at the Center for Developmental Science. Her current research focuses on early care and education environments and school readiness skills of at-risk children.
Amélie Petitclerc is an Assistant Professor of Medical Social Sciences at Northwestern University. She was previously a postdoctoral research scholar at the National Center for Children and Families (NCCF), Teachers College, Columbia University. She received support from a postdoctoral fellowship from the Canadian Institutes of Health Research. She completed a MA in forensic psychology at the University of British Columbia and a PhD in clinical psychology at l'Université Laval, in Quebec City.
Lis Nielsen manages a portfolio of research in Psychological Development and Integrative Science in the Division of Behavioral and Social Research at the National Institute on Aging, encompassing multidisciplinary research on the biological, social, and psychological determinants of well-being and health across the lifespan.
Dr. Helen Neville is currently The Robert and Beverly Lewis Endowed Chair and Professor of Psychology and Neuroscience, Director of the Brain Development Lab, and Director of the Center for Cognitive Neuroscience at the University of Oregon in Eugene. She has published in many books and journals including Nature, Nature Neuroscience, Journal of Neuroscience, Journal of Cognitive Neuroscience, Cerebral Cortex and Brain Research.