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Diamond, A. (Nov. 13, 2009). Cognitive control and self-regulation in young children: Ways to improve that and why. Keynote. Conference on “School Readiness and School Success: From research to policy and practice,” co-sponsored by the Strategic Knowledge Cluster on Early Child Development and the Centre of Excellence for Early Childhood Development, Quebec City, QC. Continuing Education credits provided.
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Diamond, A. (April 27, 2013). Executive functions and prefrontal cortex: Genetic and neurochemical influences, gender differences, and novel methods to help children become masters of their own behavior. Invited talk. UBC Neuroscience Retreat, Whistler, BC.
Diamond, A. (August 29, 2012). Leveraging knowledge about brain development and developmental science to help every child thrive. Keynote Address. “Researching Development, Learning and Well-Being in Early Childhood,” Biennial Meeting of the European Association for Research on Learning and Instruction, Utrecht, Netherlands. Continuing Education credit provided.
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Dr. Diamond works very hard with potential applicants from Third World countries to obtain a Canadian visitor visa so that they can attend. In the 2013 conference, 11 of the 12 people she helped were able to obtain visas. People from over 30 countries attended. Her greatest success was making it possible for the only child and adolescent psychiatrist in Gaza, Dr. Sami Owaida, MD, to attend. See:
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Our band set up a little platform and people gathered around to see what we might be doing. Little did they know that each of us would invite one of them to dance with us as our partners. What a wonderful way to meet people! We went on to Odessa, Leningrad (not yet re-named St. Petersburg), and Riga. The Soviets allowed us only 36 hours in Riga, but we made the most of them.
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Children generally do not succeed at DNMS, even with delays of only 5 or 10 sec, until they are almost 2 years old (~20-21 months; Diamond, 1990; Diamond et al., 1994; Overman, 1990; Overman et al., 1992). Since robust recognition memory is present well before 21 months, the late emergence of success on DNMS must be due to the late emergence of another ability. Indeed, when a child first succeeds on DNMS with a 5-sec delay, that child performs comparably at delays of 30 and 60 sec in the same session (Diamond et al., 1994). The problem children have is in understanding what correct performance entails, not retention at long delays.
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From this, , such as: (a) EF training appears to transfer, but the transfer is narrow. People improve on the skills they practice and that transfers to other contexts where those same skills are needed, but people only improve on what they practice. To get diverse benefits, diverse skills must be practiced. (b) Whether EF gains are seen depends on the way an activity is done. Thus its critical to look at what actually happens in a program; programs nominally the same can obtain markedly different results because of how the programs were delivered. (c) Those with initially poorest EFs consistently benefit the most (not due to ceiling effects or regression to the mean). Thus early EF training might be an excellent candidate for reducing inequality (because it should improve the EFs of the most needy children most).
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Diamond, A. (Dec. 23, 2010). Insights from neuroscience, psychology, and teaching into how to educate the heart, & not only the head. Invited Address, Conference on Science, Spirituality, and Education, presided over by the Dalai Lama, to advise the Government of Sikkim in its endeavor to overhaul the provincial education system so that they educate not only the head but also the heart, Gangtok, Sikkim, India.