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  • Developmental Cognitive Neuroscience (DCN) Lab

    Georgia Chronaki DCN Lab Coordinator12th September 2017

    Preston

  • The mission of the DCN Lab is to understand the interaction of cognitive, social, and affective aspects of typical and atypical development, with the ultimate aim to translate basic research into educational and clinical practice and improve the quality of life of children and families.

    The DCN Lab has two research streams:

    Developmental Social and Affective Neuroscience

    Developmental Cognitive Neuroscience

    The mission of the DCN Lab

  • The history of the DCN Lab

    Discussions with Head of School

    Meetings with Pamela Qualter

    School invests in Neuroscan system and system is set-upIn Darwin building.

    DCN Lab Launch event

    Refurbishment and move to larger space

    School invests instaff appointments

    December 2014 Spring 2015 2015-2016 October 2016 Feb 2017

    August 2017New date tbc

  • DCN Lab Members

    Lea PilgrimLecturer

    Belinda Hornby Technical Support2015-2017

    Pamela QualterCo-director 2015-2017

    Georgia ChronakiDCN Lab Coordinator

    Reyhan FurmanSenior Lecturer

    Kathryn Gardner Senior Lecturer

    Nadiia Denhovska Lecturer

    Charlotte Field Lecturer

  • Facilities in the DCN LabThe DCN Lab has state-of-the-art EEG facilities:

    Neuroscan and Curry 7 Neuroimaging Suite software.

    64-channel Quick-caps for a range of different ages from 4 years to adulthood.

    Lab housed in the School of Psychology (Darwin building) and will be refurbished into a larger child-friendly location in 2017-2018.

    Facilities are combined with expert research staff and training.

  • EEG. Photo used with permission

    How do we study the brain in children?

  • Research in the DCN Lab

    Research in the DCN Lab encompasses a range of projects in the following areas:

    1. The development of language and cognitive skills in children2. Social Cognition in neurodevelopmental conditions (ADHD, ASD)3. Emotion processing in children and adolescents 4. Child and adolescent mental health.

  • Developmental cognitive and affective neuroscience published articles 1996-2009, Source: Scopus

    Why Developmental Neuroscience research?

  • The Role of Early Years in Brain Development

  • Red/orange color indicates more brain activity. Source: Nelson (2008); Marshall, Fox, & the BEIP Core Group (2004).

    The impact of experience on brain development

    Institutionalised

    Never Institutionalised

  • Prefrontal cortex-Planning-Organisation-Decision-making

    Limbic System e.g. Emotion, reward

    The Social Brain

    Photo by Blackmore & Robbins, 2012, Nature Neuroscience

  • The brain centre that controls emotionally arousing information (limbic system) is extra active during adolescence while at the same time the cognitive control system continues to mature.This process may continue well into the 20s.

    Source: Steinberg, 2008See also Somerville & Casey, 2010

    Cognitive and socio-emotional brain systems

  • Impact and Implications for policy

    Childhood and adolescence lay the foundations for healthy development. Implications for prevention programs to promote child learning and wellbeing.

    Adolescence, in particular, is a period when the brain is especially malleable and shaped greatly by the environment.

    Research can help transform policy and inform programs to optimize learning -including social and emotional aspects of learning- in periods when the brain shows greater plasticity.

  • DCN Lab activities

    DCN Lab meetings DCN Launch event Public engagement

    -College and Schools visits -Lancashire Science Festival

    Communications-Website -Newsletter

  • DCN Lab Strategy and Expected Outcomes

    Research - Excellent research (REF2021, external research income) - People (staff, PGR students, URIS)

    Teaching - Enhance student learning and experience- Employability (Dev. Neuro training)- Student recruitment (links with Colleges)

    Social responsibility- Public engagement - Blog/Open communication

  • Opportunities for collaboration with schools

    The DCN Lab provides exciting opportunities for collaborations with local schools and wants to develop partnerships with local schools.

    DCN Lab scientists visiting the schools for expert talks, research studies, etc. Schools visiting the DCN Lab for workshops, information days, summer schools, etc. Co-organisation of public engagement events for teachers, parents, pupils etc. Links via the Royal Society Young Scientists Centre (University of Central Lancashire) Links via the Lancashire Science Festival (University of Central Lancashire) Expansion to other local organisations (charities etc.) Other

  • Group of Cognition and Neuroscience (Psychology)

    Institute of Early Years and the Life course (UCLan)-Collaborative networks/ interdisciplinary work in Early Years

    - Funding opportunities (internally and externally)- Involvement of other services and stakeholders

    DCN Lab: Links with University Groups and Institutes

  • DCN Lab links nationally and internationally

    The DCN Lab scientists have links with some of the best neuroscience organisations in the world. Examples include, but are not limited to, the following:

    The Universities of Manchester, Lancaster (e.g. Babylab), Liverpool, Sheffield, Southampton, York, and Warwick (UK)

    The University of Chicago, University of Alberta (North America) The Max Planck Institute for Psycholinguistics, The University of Maastricht, Max Planck

    Institute for Human Cognitive, and Brain Sciences (Europe) Other organisations CLARRITY (Consortium Leading Adaptive Resilience Research in The Young)

  • Photos used with permission

    Thank you!

    Georgia ChronakiGChronaki@uclan.ac.uk

    Developmental Cognitive Neuroscience (DCN) Lab Slide Number 2Slide Number 3Slide Number 4Slide Number 5Slide Number 6Slide Number 7Slide Number 8Slide Number 9The Role of Early Years in Brain Development The impact of experience on brain developmentThe Social BrainCognitive and socio-emotional brain systemsImpact and Implications for policyDCN Lab activities Slide Number 16Slide Number 17DCN Lab: Links with University Groups and Institutes Slide Number 19Slide Number 20

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