<< BACK TO AGENDA

ABSTRACT INFORMATION
Title: 'What is Educational Neuroscience? The Contributions of Parents, Educators, and Scientists in a Collaborative Discipline.'
Track: 3 - Language Acquisition and Development
Keyword(s): Education, Neuroscience, Collaboration, Learning, Language
Learning Objectives:
  1. Participants will identify and compare components of Educational Neuroscience to other scientific disciplines.
  2. Participants will apply their professional experiences (whether educational, clinical, or medical) to Educational Neuroscience in order to brainstorm new directions and research questions for this discipline.
  3. Participants will evaluate the relevance of Educational Neuroscience’s findings and translation products to their practice.

Abstract:

Educational Neuroscience is a pivotal scientific discipline devoted to understanding the brain processes that make human learning possible, with a special focus on how young children learn language. The field has rapidly expanded in recent years, with several universities, including Gallaudet, Harvard, Dartmouth and Vanderbilt, opening new centers training the next generation of scientists and generating new findings about language, learning, and cognition that will influence standard EHDI practices. A hallmark of this discipline is promoting two-way translation among educators, clinicians, scientists, medical practitioners and parents. For example, parents and early intervention providers can inform scientists about pressing early educational concerns, while scientists can provide insights into early language acquisition by studying babies with hearing loss. However, people remain skeptical about how neurons and brain lobes are relevant to early language intervention while, at the same time, widely-disseminated neuro-myths continue to mislead the public about brain function and learning methods. These concerns will be addressed in a comprehensive review of the Educational Neuroscience field, highlighting relevant studies that give insight into how children learn spoken and signed languages and how brain plasticity, attention, and cognition is influenced by auditory and visual sensory input. A portion of this workshop will focus on how scientists, parents, educators, and other stakeholders can collaborate to ensure all steps (e.g. brainstorming, data collection, application) remain true to Educational Neuroscience’s vision of a two-way process between science and translation.
Presentation: 1339GeoKartheiser.pdf

Handouts: Handout is not Available
PRESENTER(S) / AUTHOR(S) INFORMATION
Geo Kartheiser - Co-Presenter,Author
Gallaudet University
     Credentials: Ph.D Student, Educational Neuroscience
      Geo Kartheiser is a Ph.D. student in Educational Neuroscience at Gallaudet University. Prior to his graduate school studies, he served as the visiting research coordinator for Dr. Matthew Dye's Cross-Modal Plasticity Laboratory at University of Illinois at Urbana-Champaign. In his role at Dr. Dye's laboratory, he assisted with a project that utilized a new, non-invasive neuroimaging technique known as Event-Related Optical Signal in order to learn more about the effects of deafness on visual functions. Geo currently resides at Dr. Laura Ann Petitto's Brain and Language Laboratory where he has been certified through advanced training to operate a brain scanner (functional Near Infrared Spectroscopy). He aims to apply his certification and advanced training to his Ph.D. endeavor by studying the cognitive benefits of learning a signed language. When not wearing the lab coat, Geo enjoys cycling, running, and eating exotic food.
      ASHA DISCLOSURE:

Financial - No relevant financial relationship exist.

Nonfinancial - No relevant nonfinancial relationship exist.
Adam Stone - Co-Presenter,Author
Gallaudet University
     Credentials: Ph.D. Student, Educational Neuroscience
      Adam Stone is a Ph.D. student in Educational Neuroscience at Gallaudet University and a research assistant with the Petitto Brain and Language Laboratory (BL2) and the NSF Center on Visual Language and Visual Learning (VL2). Originally from San Diego, Adam earned his M.A. in Teaching & Learning at the University of California, San Diego, in 2010, and taught kindergarten and first grade at P.S. 347 The ASL and English Lower School in New York City. His research interests are in educational technology, neuroscience perspectives on literacy development and bilingual reading in deaf children. He is also a published children's book author, trains teachers on best practices in using iPad technology in educational settings, and blogs at www.foundinblank.com.
      ASHA DISCLOSURE:

Financial - No relevant financial relationship exist.

Nonfinancial - No relevant nonfinancial relationship exist.