PART3.FROMNEUROSCIENCETOTRANSLATION
FUMIKOHOEFT MDPHDPROFESSOR @ UCSF P SYCH IATRY & WE I L L INST I TUTE FOR NEUROSC I ENCES
D IRECTOR @ UCSF HOEFT LAB ( BRA INLENS )DEPUTY D I RECTOR @ UCSF DYS LEX IA CENTER
EXECUT IVE D I RECTOR @ UC6 - STANFORD PREC I S ION L EARN ING CENTERCO-D IRECTOR @ HASK INS GLOBAL L 2 INNOVAT ION HUB
[email protected]@FumikoHoeft,@brainLENSlab
LearningSuccessProgram,PrecisionLearningCenter,DyslexiaCenter
Boardmember,Advisor
CARS+|02.02.2018
StoppingtheDownwardSpiral
Risks
PoorLiteracy
POOROUTCOME: EducationalAttainment,PsychosocialAdjustment
DLPFC
BRAINNETWORKSIFGopPreCG
SMGpSTG
FusiGITG
InsuladStr
PPCRISK GENESENVIRONMENT
1) Early identification (AppRISE)
2) Preventive intervention(2: GraphoLearn)
3) Promoting resilience (Socio-Emotional Toolkit)
|INTRODUCTION|EARLYIDENTIFICATION|PREVENTIVEINTERVENTION|SOCIO-EMOTIONALPROFILE|LARGE-SCALEINITIATIVES|
1)EARLYIDENTIFICATION.SCHOOLREADINESS&DYSLEXIASCREENERAPP
|INTRODUCTION|EARLYIDENTIFICATION|PREVENTIVEINTERVENTION|SOCIO-EMOTIONALPROFILE|LARGE-SCALEINITIATIVES|
1)SCHOOLREADINESS&DYSLEXIASCREENERAPP.NEEDS
THENEED.• Largedisparityexists(ed,income&
health).Knowinglevelofschoolreadiness,&riskforLDarethefirststeps.
• Oftenteachingtothemean.Focusisoftenonweaknesses.Knowing strengths&personalizedlearningprofiles arecritical.
AppRISE =ApplicationforReadinessInSchools and Learning Evaluation
UCOPMRP-17-454926|INTRODUCTION|EARLYIDENTIFICATION|PREVENTIVEINTERVENTION|SOCIO-EMOTIONALPROFILE|LARGE-SCALEINITIATIVES|
1)APP.THENEUROSCIENCE
Neuroprediction ofreadingoutcome(Hoeft etal.PNAS’11;Hosseinietal.NI‘13)
Age
Mean&SEM
N<20~150
ReadingBrainIndex
AgeCOLLABORATORS(20+sites,~2,000MRIs)
GrowthChart(Black,Xia,Hoeft.LangLinguisticCompass’17)
NEUROSCIENCERESEARCH.
|INTRODUCTION|EARLYIDENTIFICATION|PREVENTIVEINTERVENTION|SOCIO-EMOTIONALPROFILE|LARGE-SCALEINITIATIVES|
1)APP.THESOLUTION
SOLUTION.–EVIDENCE-BASED.Groundedinthescienceoflearning.Propervalidationinprogress
–FOREVERYONE.PreK andup.WithorwithoutriskforLD,EL,etc
–PERSONALIZEDLEARNERPROFILE.Assessstrengths&weaknessesin13domainsfromexecutivefunction,reasoning,vocabularytopreliteracy skills.
–SCALABLE.Free,minimaltraining(parents/teachers/pediatricians),minimalEnglishproficiency
UCOPMRP-17-454926
R.Hancock|INTRODUCTION|EARLYIDENTIFICATION|PREVENTIVEINTERVENTION|SOCIO-EMOTIONALPROFILE|LARGE-SCALEINITIATIVES|
1)APP:DEMO
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1)APP.OURSOLUTIONLITERACYAPP COGNITIVEAPP1. ReceptiveVocabulary2. LetterNameKnowledge3. LetterSoundKnowledge4. PhonologicalAwareness(Blending
WordIdentification)5. GraphemePhonemeDecoding
(Pseudo-WordMatching)6. WordIdentification(Regular)7. WordIdentification(Irregular)8. RapidNaming9. LearningNewSymbol-SoundPairs
(PairedAssociateLearning)
1. InhibitoryControl(ResponseInhibition)
2. CognitiveFlexibility(ShiftingRule)3. VisualWorkingMemory(Corsi Span)4. AuditoryWorkingMemory5. NonverbalReasoning(Matrix
Reasoning)6. ProcessingSpeed(Symbol/Digit
Coding)
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1)APP.PRELIMINARYVALIDATIONRESULTS
86publicschoolkindergarteners
M.ChungE.Pyle I.Sunshine Chung,Pyle,Sunshine,Hancock,Hoeft.SPEDDRPoster,2018
UCOPMRP-17-454926
PRELIMINARYVALIDATIONRESULTS.Promising
R.Hancock|INTRODUCTION|EARLYIDENTIFICATION|PREVENTIVEINTERVENTION|SOCIO-EMOTIONALPROFILE|LARGE-SCALEINITIATIVES|
1)APP.THEFUTURETHEFUTURE.
– VALIDATION.Large-scale(2.5-15kstudents).Test-retestreliability.Predictoutcome.
– R&DOFOTHERMODULES.Math,motor,SEL
– BEYONDASSESSMENT.• Dashboard• Personalizedlearner/teachingprofiles• Mobileinstruction• Parent/ed/peds resources.
R.Hancock
UCOPMRP-17-454926|INTRODUCTION|EARLYIDENTIFICATION|PREVENTIVEINTERVENTION|SOCIO-EMOTIONALPROFILE|LARGE-SCALEINITIATIVES|
2)PREVENTIVEINTERVENTION.GRAPHOLEARN
|INTRODUCTION|EARLYIDENTIFICATION|PREVENTIVEINTERVENTION|SOCIO-EMOTIONALPROFILE|LARGE-SCALEINITIATIVES|
3)GRAPHOLEARN.Whatitis.o Computerizedlearningtoolforbasicreading(decoding)
o Toolthatcanprovidedifferentiatedlearningforallkids
o Developedbyresearcherswith25yearsofhistory.
o AllstudentsinFinlanduseGraphoLearn atschoolentry.
o 15languagesavailableincludingAmericanEnglish.
o Teacherscanmonitorprogress.
o Currentlyseekingto:
1) BroadenreachinAfrica,Chinaetc…
2) BuildupGLtogobeyonddecoding.
|INTRODUCTION|EARLYIDENTIFICATION|PREVENTIVEINTERVENTION|SOCIO-EMOTIONALPROFILE|LARGE-SCALEINITIATIVES|
Heikki LyytinenUNESCO, Finland
3)GRAPHOLEARN.Whatitis.READINGGAINS.50-100%more.◦ Other effective early interventions ~0.3SS/Hr(Hatcher etal.2006)◦ GLtolearnthealphabet <5Hrs◦ GLPhoneme game 0.47SS/Hr◦ GLRime game 0.68SS/Hr◦ Growth inspelling skill
TRAINING.Short.Students1min,Teachers5min
COMPATIBILITY.All.ButiPads
COST.Free. Forbetaversionusedas‘research’.Evenaftercommercialization,costshouldbeminimal.
Kyle,Goswami etal.,Reading Res.Q.2012
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SERVICES
TRAINING
ADVOCACYPOLICY
RESEARCH
HUB
SERVICES: Sustainable EdTech implementation in developing countries.
TRAINING: Next generation. Culturally sensitive. Local. Sustainability. PhD certificates
ADVOCACY/POLICY: Int’l & local orgs. UNESCO
RESEARCH:1) 0-5 Initiative. Improving sensitivity of early (birth to five)
language assessment and intervention 2) R&D of neuroscience-guided reading instructions that is mindful
of cultural and cross-linguistic differences3) Rigorous basic-science validation
3)GRAPHOLEARN.ASustainableModel
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3)PROMOTINGRESILIENCE.SOCIO-EMOTIONALTOOLKIT
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3)SOCIO-EMOTIONALTOOLKIT.NEEDS&SOLUTIONTHENEED.Noscalable&comprehensibletoolstomeasuresocio-emotionalcompetency,despiteithighlypredictiveofacademicandlifesuccess.
SOLUTION.Developedapersonalizedlow-costsystemtoassessindividualizedSEprofileusingprinciplesfromcognitivesciences• Assessesstrengthsandweaknesses
e.g.motivation,resilience,self-esteem,stigmaconsciousness,emotionregulation,senseofbelonging,anxiety,depression
• Onlinequestionnaire.ForGrades3-12
• Report:Individualized&aggregatedreportofSEprofile
• Resourceguide:Evidence-basedinformation
ORIO-16-012 S.HaftC.Myers
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Socio-Emotional
ProtectiveFactors
INTERNAL• Growthmindset• Hopefulthinking• Senseofcoherence• Locusofcontrol• SelfdeterminationFAMILY• Familycohesion• Maternalaffect• Strongparental
attachment• Parentalsupport&
understandingofRDPEER/SCHOOL• Peerrelationships• Mentorship• Teachersupport• Smallclass-size
3)SETOOLKIT.OURPROCESSResilienceFramework
Risks
Dyslexia
PoorFunctionalOutcome• PoorReadingComprehension• NegativePsychosocialAdjustment
CognitiveProtectiveFactors
• Orallanguageskills• Motorskills• Task-focusedbehavior• Executivefunctions• Interpersonalrelationships
LessSevereDyslexia
• Morphologicalawareness• Vocabulary• Verbalreasoning• Executivefunctions• Grammar
PositiveOutcome(e.g.readingcomprehension,socio-emotional)
Haft,Myers,Hoeft.Curr Opin inBehav Sci 2016
S.Haft
|INTRODUCTION|EARLYIDENTIFICATION|PREVENTIVEINTERVENTION|SOCIO-EMOTIONALPROFILE|LARGE-SCALEINITIATIVES|
3)SETOOLKIT.OURPROCESSIdentifyingSocio-EmotionalTargetsthatImpactTheLearningBrain
Medial/LateralPrefrontalCortex(m/lPFC):information
processing DorsalAnteriorCingulateCortex(dACC):reward-baseddecisionmaking;errormonitoring
Amygdala,Hippocampus:fear,emotions,andfearlearning
Hypothalamus,PituitaryGland:regulation&productionofhormones
(e.g.cortisol)
Self-Awareness
Self-Concept
Self-Determination
Regulatesemotionalresponsetothreat.
Self-Esteem
Modulatessalienceofinformation.
Mindset
Influencesadaptiveresponsestoerrors.
SocialSupport
Regulateshormones.Reducesstress.
PositiveEmotion
Coping
Influencesneuroendocrineresponsesto
stress
Haft,Black&Hoeft.Underprep
ORIO-16-012 S.Haft
|INTRODUCTION|EARLYIDENTIFICATION|PREVENTIVEINTERVENTION|SOCIO-EMOTIONALPROFILE|LARGE-SCALEINITIATIVES|
3)SETOOLKIT.ANEXAMPLEPositiveEffectofMentoringonSEProfilesinLearningDisabilities
Others:SENSEOFMASTERY(45%)LDIDENTITY(comfort,bond,importance)(25-42%)WORRYABOUTLD(-42%)GROWTHMINDSET(15%)etc…
3.00
3.20
3.40
3.60
3.80
4.00
4.20
4.40
4.60
4.80
5.00
9.50
10.00
10.50
11.00
11.50
12.00
12.50
FallSpring
p=.007**N=93 p=.011**N=78
LDCOMFORT EMOTIONDYSREGULATION TotalN=139
p=.008
LDComfort Self-Esteem
EmotionDysregulation
ORIO-16-012 S.Haft
|INTRODUCTION|EARLYIDENTIFICATION|PREVENTIVEINTERVENTION|SOCIO-EMOTIONALPROFILE|LARGE-SCALEINITIATIVES|
3)SETOOLKIT.THEFUTURE
QuickScreenersLarger-scale,e.g.ReadingAnxietyQ
ImplicitComputerizedTestsNo/lessbias&younger,
e.g.AttentiontoThreatTest[ATT]
ImplicitNeuroscience-basedTests
No/lessbias&younger,e.g.Motivation
App-basedTrainingTools&Resources
SEToolkit(basic)PROS:Lotsofmeasures.Scalable.Personalizedreports.Evidence-basedresources.CONS:Onlyforolderchildren.Bias.
resilience
motivation
stereotypethreat
stigma
anxiety
LDidentity grit
mindset
mastery
failure
schoolclimate
emotionregulation
|INTRODUCTION|EARLYIDENTIFICATION|PREVENTIVEINTERVENTION|SOCIO-EMOTIONALPROFILE|LARGE-SCALEINITIATIVES|
4)LARGE-SCALEINITIATIVESHowcanwedemocratizeeducationglobally?
Howcanweleveragetheaffordancesoftechnology&insightsfromneuroscience&practice?
Howcanweworktogetherwithresearchers,practitioners,anddeveloperstoexpeditetranslation?
|INTRODUCTION|EARLYIDENTIFICATION|PREVENTIVEINTERVENTION|SOCIO-EMOTIONALPROFILE|LARGE-SCALEINITIATIVES|
DemocratizingEducation.LeveragingtheAffordancesofTechnologyandInsightsfromNeuroscience&Practice
Science of Learning Collaborative Network (SL-CN) UCSF - Stanford - UC Berkeley
|INTRODUCTION|PERSONALIZEDLEARNERPROFILE|SOCIO-EMOTIONALPROFILE|LARGE-SCALEINITIATIVES|
Districts & LD
Schools
Prison
Eye2Eye
Decoding Dyslexia
US/CA Dept of
Ed
NCLDIDA
Sci ClassField tripsInternship
Prof Develop
UC-wide Training
Brain-Mobile
Neural Noise Hyp.
Big Data
Neuro-plasticity
Neuro-prediction
Inter-generatio
nal
Bilingual
Dyslexia Pheno-typing
Cognition Language / Literacy
AI-Guided Tutor
Deep-dive
Large-scale
AppRISE(Curious Learning)
ACE
SE Toolkit
(E2E)
Reading Anxiety Q
Brain&
Implicit M
Personal Profile & Resource
Evidence-Based Resources
(Fam, Ed, Peds)Cognition
(NCLD /CCC)
Language / Literacy
(IDA /NCLD)
Learner Profile (Digital
Promise)
Teaching Profile (Digital
Promise)
Personalized Profiles
PRACTICE POLICYEDTECH
RESEARCH
SummaryofCollectiveEffortsinProgress
Validation
Assessment App R&D
Digital Cog Enhancement
Socio-Emotional
Research Partners
OutreachAdvocacyPolicy
Prep phase
Translational Research
Basic Research
|INTRODUCTION|EARLYIDENTIFICATION|PREVENTIVEINTERVENTION|SOCIO-EMOTIONALPROFILE|LARGE-SCALEINITIATIVES|
Learning Engineering
FromIndividualLabstoCollaborativeCenters:UCSFDyslexiaCenter
CENTER
Psychiatry
Neurology
Neuro-science
Cognitive Sciences
Law
Schools
GavinNewsom– HonoraryChair.Dyslexic.Top-runnerforCAGovGoal:State-FundedCenter
MariLu Gorno Tempini MDPhD
RobertHendren DO
FumikoHoeft MDPhD
SteveCarnevale:BoardCo-ChairDavidEvans:BoardCo-Chair
Est.2012 MISSION:Leverageneurosciencetoreducethenegativeimpactofdyslexia.
>1M/yr inphilanthropy
dyslexia.ucsf.edu
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CENTER
BASIC:Phenotyping
APPLIED:Outcomes
TRANSLATION:Screener App
APPLIED: Experimental Interventions
CLINIC
FromIndividualLabstoCollaborativeCenters:BayAreaScienceofLearningCollaborativeNetwork
UC6-StanfordPrecisionLearningCenter(PrecL)
MISSION.Tacklingeducation&healthdisparityinCA&USthroughscience-basedinnovation
Hoeft (ExecDir),Hancock,Uncapher,Connor,JabediSuarez-Orozco,Grammer,Gilger,Bunge,McCandliss
Est.2017
ScienceofLearningCollaborativeNetwork(SL-CN)– UCSF,Stanford,Berkeley
Gazzaley,Uncapher,Bunge,McCandliss,Hoeft
Est.2016
MISSION.LeveragethetechnologyandcognitiveneuroscienceinsightsfortheR&D&validationofmobileassessment&trainingtools,todriveevidence-baseddecision-makingandpersonalizedlearning.
>600k/yr ingrantsandphilanthropy
precisionlearningcenter.org
PrecL
Psychology
Neuroscience
MedicinePolicy
Education
|INTRODUCTION|EARLYIDENTIFICATION|PREVENTIVEINTERVENTION|SOCIO-EMOTIONALPROFILE|LARGE-SCALEINITIATIVES|
Background:Education&HealthDisparityinEnglishLearners(ELs)
ELsare200%morelikelytoliveinpoverty
Low English Proficiency
Difficult to Predict
Learning Challenges
Poor Educational Attainment
Low Income
Poor Health
9.3%22.3%
US (1 in 10) CA (1 in 4)
ProportionofELsinPublicSchool
33.3%66.7%
1 in 3 in CA 2 in 3 in Other States
DistributionofELswithintheUSVICIOUSCYCLEOF
INEQUALITY
70.0%30.0%
Spanish EL Other EL
NativeLanguagesApprox 400spokeninUS!
Toxicantexp.NutritionCardiovascularObesityStress
Sch absenceHomeenv
Stress
UCOPMRP-17-454926 |INTRODUCTION|EARLYIDENTIFICATION|PREVENTIVEINTERVENTION|SOCIO-EMOTIONALPROFILE|LARGE-SCALEINITIATIVES|
PrecL PIsFUMIKOHOEFTMDPhD(UCSF;Neuroscience,Medical)ExecutiveDirector
MARCELOSUAREZ-OROZCOPhD(UCLA)Diversity
ROELANDHANCOCKPhD(UCSF/UCONN;Language,Neuroscience)Computation&Biostatistics
JEFFREYGILGERPhD(UCMerced;CogPsych,Literacy,Genetics)Training
CAROLCONNORPhD(UCIrvine;Education,Literacy)LiteracyInstruction
JAMALJABEDIPhD(UCDavis;Education,Bilingualism,Policy)Measurement,Policy
JENNIFERGRAMMERPhD(UCLA;EarlyChildhood,EF)School-basedNeuroscience
MELINAUNCAPHERPhD(UCSF)Outreach
SILVIABUNGEPhD(UCBerkeley)CogNeuro
BRUCEMCCANDLISSPhD(Stanford)EdNeuro
MeganChung
EllaPyle
IsabelSunshine
RESEARCHASSISTANTS&COORDINATION
UCOPMRP-17-454926 |INTRODUCTION|EARLYIDENTIFICATION|PREVENTIVEINTERVENTION|SOCIO-EMOTIONALPROFILE|LARGE-SCALEINITIATIVES|
PrecL STARMODELSERVICES
TRAINING
ADVOCACYPOLICYRESEARCH
GRANTSAWARDS
COLLABORATE
UCOPMRP-17-454926
SERVICES:Professionaldevelopment,scienceclass@schools,fieldtrips,internships
TRAINING:Nextgenerationofmultidisciplinaryfacultyandstudents(annualwebinar,meetings,etc…). Grants (seebelow)
ADVOCACY/POLICY
RESEARCH:Earlyidentificationoflearningchallengesintheunderserved,particularlyELL.
(GRANTS:(1)CATALYSTAWARD:ForstudentsandRAstoconduct/learnaboutmulti-disciplinaryandmulti-campusresearch.(2)CONFERENCES:Forstudents/RAstoattendconferencesandfacultytosupporthostingaconference)
|INTRODUCTION|EARLYIDENTIFICATION|PREVENTIVEINTERVENTION|SOCIO-EMOTIONALPROFILE|LARGE-SCALEINITIATIVES|
FromIndividualLabstoCollaborativeCenters
Stanislaus (17 districts, 221)SF (137 schools)
Monterey (9)
Pleasanton (18)
San Ramon Valley (19)
South SF (17)Oakland Dicose (7)
Napa (5)
Pajaro Valley (16)
Mt Diablo (9)
Oakley (11)
LA (2410)
UCSFFumiko Hoeft MD PhD, MariLu Gorno Tempini MD PhD
Bob Hendren DO, Nancy Cushen White EdDRoeland Hancock PhD (UCONN), Melina Uncapher PhD
StanfordBruce McCandliss PhD
Candace Thille PhD, Dawn Zimmaro PhD
UC BerkeleySilvia Bunge PhD
UC MercedJeff Gilger PhD
UC DavisJamal Abedi PhD, Yuuko Uchikoshi EdD
UCLAMarcelo Suárez-Orozco PhD, Jennie Grammer PhD
Maryanne Wolf PhD (UCSF/Stanford)
UC IrvineCarol Connor PhD
Digital PromiseVic Vuchic
CA Dept of Ed (9846 schools)CCC
Elizabeth Rood EdD, Helen Shwe Hadini PhD
NON-CANCLD/Understood.org: Mimi CorcoranIDA: Jennifer Topple, Elsa HaganE2E: David FlinkCCC: Elizabeth RoodCurious Learning: Tinsley Galyean, Stephanie Gottwald
EFFORTSINCA +
Scientists+Districts/Schools+EdTech +Policy/Advocacy
|INTRODUCTION|EARLYIDENTIFICATION|PREVENTIVEINTERVENTION|SOCIO-EMOTIONALPROFILE|LARGE-SCALEINITIATIVES|
FromIndividualLabstoCollaborativeCenters
Don Compton FSU FCRR Statistics
Charles PerfettiU Pitt LDRC
Comprehension
Dick AslinHaskins/Yale/UConn
Early childhood
Mark Seidenberg UW-Madison/Haskins
Modeling
Heikki LyytinenUNESCO, Finland, Africa
EdTech
Ovid TzengUniv System of Taiwan/Haskins
Chinese
Susan BradyRhode Isl/Haskins
Research to practice
Ken PughHaskins/Yale/UConn
Neuroscience
Geographical reach
Ludo VerhovenNat’l Lit Ed Center, Netherlands
Literacy acquisition
Elena GrigorenkoUT Houston/Moscow U/Haskins
Genetics
Linda MayesYale
Child Psychiatry
Nandini Chatterjee SinghUNESCO, Nat’l Brain Res Cntr, India
India, Literacy & Music
Robin MorrisGeorgia State UAdult Literacy
Maureen LovettHp for Sick Children
Intervention
Maryanne WolfUCLA/Tufts
Global Literacy
Fumiko HoeftUCSF/Haskins
GlobalL2 (Language&Literacy)InnovationHub
|INTRODUCTION|EARLYIDENTIFICATION|PREVENTIVEINTERVENTION|SOCIO-EMOTIONALPROFILE|LARGE-SCALEINITIATIVES|
ACKNOWLEDGEMENT.FinancialSupport
CURRENT
NIIHR01HD086168(Hoeft,HASKINS/UCONN:Pugh)NIHR01HD078351(Hoeft)Univ ofCAOfficeofthePresident(UCOP)MRP-17-454925(Hoeft)OakFoundationORIO-16-012(Hoeft)NSF1540854SL-CN(UCSF:Gazzaley,Co-PI)NIHR01MH104438(UCDMIND:Nordahl,UCSF-PI)NIHR01MH103371(UCDMIND:Amaral,UCSF-PI)NIHP50HD052120(FSU:Wagner,UCSF-PI)UCSFRAP5014-123033-2015192-45(UCSF:Huddleston)UCSFDyslexiaCenter. Paul&SandyOtellini |Schwab Foundation|FloraFamilyFoundation| Kurt&TammyMobley|Dan&StaceyCaseFamilyFoundation|ThomasandEvaFongFoundation|Ray&LoridePole | KellyGorman&SteveCarnevale |DavidEvans|BatteryPowered |PurpleCrayon|LearningAlly| AnonymousDonorsOtherFunders. DyslexiaTrainingInstitute|ThePotterFamily| HolyNamesUniversityandRaskob School|Currey IngramAcademy
PAST(2012-)
NIHK23HD054720(Hoeft;‘08-13)NIHP01HD001994(HASKINS/UCONN:Rueckl)NIHR01HD065794(HASKINS/UCONN:Pugh)NIHR01HD067254(VANDERBILT:Cutting)NIHR01HD044073(VANDERBILT:Cutting)UCSF. AcademicSenatePilotGrantforJuniorInvestigators(Hoeft;‘13-14)|UCSFCTSICatalystAwardUL1TR000004(UCONN:Hancock;‘13-14)|UCSFRAPDigitalHealthResearchGrantUL1TR000004(UCONN:Hancock;‘13-14) |UCSFDept ofRadiology&BiomedicalEngineeringSeedGrant(UCSF:Nagarajan,UCONN:Hancock;‘13-14)OtherFunders.Dennis&ShannonWongDSEA88WongFamilyFoundation (Hoeft)|CenterforChildhoodCreativityUCSF-CCCNeuroscienceFellowship(Hoeft)|AnonymousDonors(Hoeft)|StanfordUniversityCenterforCognitiveandNeurobiologicalImaging(CNI)PilotGrant(STANFORD:Hong,UCONN:Hancock;‘13-14)|BostonCollege(BC:Black)|AIMAcademy(Hoeft) |TheWindwardSchool (Hoeft)
SeebrainLENS.org
|INTRODUCTION|EARLYIDENTIFICATION|PREVENTIVEINTERVENTION|SOCIO-EMOTIONALPROFILE|LARGE-SCALEINITIATIVES|
ACKNOWLEDGEMENT.LabMembers&Collaborators
brainLENSPostdoc.MyriamOliver|ChengWang|OlgaKepinska |FlorenceBouhali.ResearchAssociate.StephanieHaft|LeoZekelman |MeganChung|EllaPyle|IsabelSunshine|PriscillaDuongAffiliatesFaculty.RoelandHancock(UCONN)|Maaike Vandermosten (Leuven)|SmadarPatael (TelAviv)|CarolConnor(UCIrvine)|JeffGilger (UCMerced)|MelinaUncapher (UCSF)|JamalAbedi (UCDavis)|JennieGrammer (UCLA)|YuukoUchikoshi (UCDavis)|Ioulia Kovelman (UMichigan)|GenevieveLeung(UCS)|LindaSiegel(UBC)|ManuelCarreiras (BCBL)|CammieMcBride(HongKong) |BobHendren (UCSF)|MariLu Gorno-Tempini (UCSF)|BruceMiller(UCSF).Postdoc&Students.Zhichao Xia(Beijing)|OliverSawi (UCONN)|RebeccaMarks(UMichigan)|LuYang(UCDavis)CollaboratorsKenPugh(Haskins/UCONN)|JayReuckl (UCONN)|RamFrost(HebrewU)|OvidTzeng (Taiwan)|Danise Wu(Taiwan)|LaurieCutting(Vanderbilt)|JessicaBlack(BostonCollege)|NicoleOfiesh (Stanford)|AdamGazzaley(UCSF)|SilviaBunge(UCBerkeley)|BruceMcCandliss (Stanford)|ChristineNordahl (UCDMIND)|DavidAmaral (UCDMIND)|TinsleyGalean (CuriousLearning)|StephanieGottwald (CuriousLearning)|DavidFlink (EyetoEye)
brainLENS Neuropsych RAsSupplementalPracticum.PaloAltoU.KimberlyBlears|CourtneyChappell |PriscillaDuong|NoelleMathew|NatalieOropeza |MercedesPalacios |CelestePoe |TaylorStephens |IsaacTaitz.UofSF.NatashaGerber|CourtneyHurd |KelseyMakiPostbacc.RyanChu|Yanting Luo|EmilyMak |Hokwun Ng|MiaTornelUndergraduate.UCBerkeley.Kewei Jiang|MarianaOlivo-Urbina.UCDavis.DustinLam |LorenaPortillo.UofSF.JocelynCaballero,MelissaCastaneda |SabrinaDiaz|AshleyLiu|AlexisMetcalfe|MayNgo.SanJoseStateU.MelindaTranOthers.ElizabethVerduzco(ReadingSpecialist,LearnUp)
brainLENS MRIRAsUndergraduate.UCBerkeley. ThaliaCruzat|Vy Le|Kacee Ngo|Thuyvi Nguyen|DevinPontious |LynnYang.UniversityofSF. ChloeJones|AlexisMetcalfe|DylanPowell|FrancescaTenczaPostbacc. JaelynEdwards|JustinMurtiffOthers.MichaelCarterPhD(Consultant,TwinLearningLLC)|IsabellaHamilton(ResearchCoordinator,KaiserPermanente)AustinJewison (Associate,CalAcademyofSciences)|AlexLu(ResearchAssociate,PLOS)|Linch-ChiNguyen(TMSTech,PaloAltoNeurofeedback)
SeebrainLENS.org
|INTRODUCTION|EARLYIDENTIFICATION|PREVENTIVEINTERVENTION|SOCIO-EMOTIONALPROFILE|LARGE-SCALEINITIATIVES|