FABBS - Key Persons

Job Titles:

• VICE President

Job Titles:

• David Starr Jordan Professor of Social Sciences in Psychology / Stanford University

Albert Bandura was the David Starr Jordan Professor of Social Sciences in Psychology at Stanford University. He received his bachelor's degree from the University of British Columbia in 1949 and his Ph.D. degree in 1952 from the University of Iowa. After completing his doctorate, Bandura joined the faculty at Stanford University in 1953 where he remained as an active faculty member for 56 years to pursue his career. He served as chairman of the Department of Psychology and was honored by Stanford by being awarded an endowed chair. Bandura was an innovative scholar whose pioneering work in social cognitive theory served as a rich resource for academics, practitioners, and policy makers alike across disciplinary lines. His illustrative career included groundbreaking work spanning a broad range of areas. His seminal research on social modeling expanded our view of human learning and the growing primacy of this mode of learning in this electronic era. His later research on self-regulatory mechanisms laid the theoretical foundation for his theory of human agency. These diverse programs of research blended his theoretical interests with an abiding concern for the use of our knowledge for human enlightenment and betterment. Bandura's contributions to psychology were recognized in the honors and awards he received. He was elected to the presidency of the American Psychological Association and the Western Psychological Association, and appointed as honorary president of the Canadian Psychological Association. Some of the awards he received included the Distinguished Scientific Contributions Award of the American Psychological Association; the William James Award of the American Psychological Society for outstanding achievements in psychological science; the Thorndike Award of the American Psychological Association for Distinguished Psychological Contributions to Education; the Distinguished Contribution Award from the International Society for Research in Aggression; Healthtrac Award for Distinguished Contribution to Health Promotion; Lifetime Achievement Award of the Western Psychological Association; Award for Outstanding Lifetime Contribution to Psychology of the American Psychological Association; Gold Medal Award for Distinguished Lifetime Contribution to Psychological Science, American Psychological Foundation; Grawmeyer Award for the Power of Ideas, and a Guggenheim Fellowship. He was elected to the American Academy of Arts and Sciences, and to the Institute of Medicine of the National Academy of Sciences. He was the recipient of seventeen honorary degrees.

Job Titles:

• Editor
• Researcher
• Chairman of the Psychology Section of the American Association
• College Professor of Distinction and Director of the Center for Research on Training / University of Colorado

Alice F. Healy has been an outstanding researcher, editor, teacher, collaborator, and colleague for over four decades. Healy is College Professor of Distinction and Director of the Center for Research on Training at the University of Colorado, Boulder. She received her bachelor's degree from Vassar and her doctoral degree in psychology from The Rockefeller University. After several years as assistant and associate professor at Yale, she joined the faculty at University of Colorado where she has been recognized with all three of the department's faculty awards for research, teaching, and service. Healy has a longstanding history of rigorous basic research with application to questions important to the general public as well as to the government and military. Her interests span memory and cognitive processes, particularly the areas of training, long-term retention, reading, short-term memory, psycholinguistics, and political decision-making. Reflecting the relevance of her research to crucial questions in these areas, Healy's work has been steadily funded by the National Aeronautics and Space Administration, the United States Army, the National Science Foundation, the United States Air Force, the United States Navy, the National Institute of Mental Health, and the Spencer Foundation. She has published 250 articles and chapters in professional journals and books; edited eight books on research related to experimental psychology, learning, memory, and training; and is a co-author of the textbook Cognitive Processes as well as the 2014 trade book Train Your Mind for Peak Performance: A Science-Based Approach for Achieving Your Goals. Healy has served as Chair of the Psychology Section of the American Association for the Advancement of Science (AAAS), as President of the Rocky Mountain Psychological Association, as President of American Psychological Association (APA) Division 3, as Chair of the Society of Experimental Psychologists, and as a member of the Governing Board of the Psychonomic Society. She also served as Associate Editor of the Journal of Experimental Psychology: Learning, Memory, and Cognition and as Editor of Memory & Cognition, thus becoming the first woman as sole editor of a major journal in experimental psychology. She is a fellow of APA (Divisions 1 and 3), the American Psychological Society, the AAAS, and the Society of Experimental Psychologists. Perceptive about both research and students, Alice continues to be a beloved role model, mentor, and inspiration to a long line of undergraduate and doctoral students who have had the great privilege of learning to conduct scientifically sound and engaging research in her lab. She makes each of her advisees feel that the care and pride she has for her students are so strong that they are surpassed only by her love for her husband, Bruce, and daughter, Charlotte. Alice Healy's students and colleagues are delighted to honor her for her contributions to the field, to our research, and to our lives.

Job Titles:

• Professor and Evelyn Lois Corey Chair in Instructional Science

Ann L. Brown was an internationally recognized scholar in the fields of experimental and developmental psychology, special education, cognitive science, education sciences and learning sciences. Indeed, she made seminal contributions to these fields that substantially shaped their direction. She overcame a "slow" start. She was a classic dyslexic who did not learn to read until she was 13 but nonetheless received a First Class Honours degree and subsequently a Ph.D. in Psychology from Bedford College at the University of London at age 24. Throughout her career, Ann's research centered on children's learning, but she studied it in different contexts (laboratory, individual pullout, and intact classrooms) and through different theoretical lenses (behaviorism, cognitive, and sociocultural). She also focused on understanding the nature of individual and developmental differences, with an eye to using this information to enhance the performance of younger and weaker learners, a focus that led eventually to her move to education. As one illustrative thread to her work, she early proposed that the poor memory performance of young children and those with cognitive impairments was due to their failure to engage strategies, rather than to a "structural" deficit. To test this, she embarked on two paths. In one, she studied memory performance in tasks where strategies were very difficult to employ; in these settings, the performance differences between children of varying ages and abilities were dramatically reduced. In the second, she taught her subjects to produce and use appropriate strategies, with the result that their performance improved dramatically. Unfortunately, they then abandoned the strategies, leading Ann to wonder why they neither produced nor maintained them. This led her to suggest that they did not have insight into their memory processes, leading to her seminal work on metacognition, work that dramatically influenced the field. These "training studies" and their follow-up were both a part of her overall research agenda and the springboard to her subsequent work in education. Brown has an extensive list of journal articles, book chapters, and edited volumes. They attest to her far reaching impact on the field, including her collaboration with John Bransford and Rod Cocking on How People Learn (1999, National Academy of Education). This impact has been recognized in numerous awards and prestigious positions in national and international organizations. She served as Associate Editor for Child Development and Cognition & Instruction. She was President of Division 7 (Developmental Psychology) of the American Psychological Association, the American Educational Research Association, and National Academy of Education. She was elected to the Society of Experimental Psychologists and the Governing Board of the Cognitive Science Society. Brown also impacted the field through her mentorship of young scholars. One of Ann's favorite tasks was her work on the Spencer Foundation's postdoctoral fellowship committee - she was a member for 10 years including 3 as its chair. She was also a committed mentor of both graduate students and postdoctoral fellows. She enjoyed this work immensely, and the students, in both psychology and education, volunteered their view that much of their success was due to Ann's tutelage. Brown's contributions to the field have been celebrated with several "lifetime achievement awards," including the Distinguished Contributions to Educational Research award by the American Educational Research Association (1991); the American Psychological Association Distinguished Scientific Award for Applications of Psychology (1995); and the American Psychological Society James McKeen Cattell Award for Distinguished Achievements in Psychological Science (1997). Indeed, even after Ann's death, she continued to receive recognition, from AERA (the Sylvia Scribner Award in 2000), and the Distinguished Scholar Lifetime Achievement Award for contributions to literacy theory and research in practice in 2001 from the National Reading Conference.

Job Titles:

• National Research Council

Job Titles:

• Professor Emeritus, Department of Psychology

Anne Treisman held a B.A. from Cambridge, England, and a D. Phil, from Oxford, England. One of the central figures in building the modern sciences of cognitive psychology, Professor Treisman was one of the most influential cognitive psychologists in the world today. During her long career Anne Treisman had experimentally and theoretically defined the fundamental issue of how information was selected and integrated to form meaningful objects and memories that guide human thought and action. She had been a pioneer in studying how attention acts to select inputs for brain processing, how this process of selective attention was controlled, and its key role in constructing our internal representations for perception of objects. Professor Treisman's creative and insightful work had inspired a whole school of experimentation and theoretical analysis leading to over 10,000 citations in the scientific literature. Its influence extends far beyond the psychology of attention and perception and formed the basis for thousands of experiments in cognitive psychology and neuroscience, vision and cognitive science, neuropsychology, as well as a theoretical framework for models of brain function, computer vision and artificial intelligence. One of Professor Treisman's most influential contributions was the Feature Integration Theory of Attention which had broad impact both within and outside psychology. In a series of elegant and simple experiments she demonstrated, using the process of visual target search, that early vision encodes simple features in separate "feature maps" and that focal spatial attention integrates them into a unified percept. This seminal work highlighted the "binding problem" and suggested how this problem may be resolved in the human brain. Throughout her career Anne Treisman had not only introduced novel methods and innovative solutions for some of the more challenging questions in psychology but had also trained many scientists who had gone on to distinguished careers themselves. In December 2012, President Obama named Anne Treisman as one of twelve eminent researchers to receive the National Medal of Science, the highest honor bestowed by the U.S. government upon scientists. She had also been elected to the Royal Society of London in 1989, the U. S. National Academy of Sciences in 1994, the American Academy of Arts & Sciences in 1995, and as a William James Fellow of the American Psychological Society in 2002. Among many other honors, she was the first psychologist to win the Golden Brain Award, in 1996. Anne Treisman continued to be a model and inspiration not only to her students and postdoctoral fellows but also to many other young scientists.

Job Titles:

• Professor of Psychology / University of Memphis

Dr. Art Graesser is a true scholar, teacher, and colleague. He is internationally known for his work across several disciplines within the behavioral and brain sciences. Indeed, he is a "renaissance man," having conducted intensive research in several areas of cognitive and learning sciences including knowledge representation, discourse processing, inference generation, conversation, question asking and answering, emotion, human computer interaction, serious games, and intelligent tutoring systems. Art earned a Bachelors of Arts in Psychology from Florida State University in 1972, and his Ph.D. in Psychology from the University of California, San Diego in 1977. Since that time he has always been on the go, conducting research and helping others do the same. Art Graesser is a prodigious scholar, having published over 500 articles in journals, books, and conference proceedings, as well as authoring three books and editing fourteen more. In addition to serving on the editorial board of 12 scientific journals, he has been the editor of Discourse Processes (1996-2005) and the Journal of Educational Psychology (2009-2014). Art is highly visible in many research communities. He has served as the president of Empirical Studies of Literature, Art, and Media (1989-1992), the Society for Text and Discourse (2007-2010), and the International Society for Artificial Intelligence in Education (2007-2009). In addition, he served as the president of the Federation of Associations in the Behavioral and Brain Sciences Foundation (2012-13). As an educator, he lived most of his professional life at the University of Memphis (since 1985) after teaching at the California State University, Fullerton. Over the years, he has received over 20 honors and awards from universities and professional organizations. These include awards for teaching, outstanding papers, and research. For example, he was awarded the "Distinguished Contributions of Applications of Psychology Education and Training Award" from the APA in 2011, became a Honorary Research Fellow at the University of Oxford in 2011, and received the first ever "University of Memphis Presidential Award for Lifetime Achievement in Research," an award of which he is particularly proud. Many of us know him as a mentor. Art has supervised more than 45 doctoral and postdoctoral students. Ever gracious with his time, he worked tirelessly to lend a helping hand in any way that he could. Still others know him as a colleague. He and his colleagues have designed, developed, and tested software in learning, language, and discourse technologies, including AutoTutor, AutoTutor-lite, MetaTutor, GuruTutor, DeepTutor, HURA Advisor, SEEK Web Tutor, Operation ARIES!, iSTART, Writing-Pal, Point & Query, Question Understanding Aid (QUAID), QUEST, & Coh-Metrix. And a lucky few know him as both. Art embodies the essence of the Behavioral and Brain Sciences. He has served as a leader to multiple scientific organizations, students, and colleagues. He is a friend and a mentor to hundreds, if not thousands, of scientists across the globe. Art is genuinely outstanding in all the ways that count: scientific contributions; mentor, colleague, and friend; service to the professions; commitment to evidence-based applications; and an honorable approach to life.

Job Titles:

• Professor of Psychology / Georgia Institute of Technology

In his early life, Arthur (Dan) Fisk had his sights set on boxing as a career. From a career perspective, an unexpected loss of a fight was one of the best things that happened to him. He went to college receiving a B.S. from The Ohio State University in 1978. Another important career event was working with Delos D. Wickens during his junior and senior years of college. He received his Ph.D. from the University of Illinois under Walter Schneider. In addition to Schneider, Chris Wickens, also a faculty member, greatly influenced Fisk's behavioral science approach. A "post-doc" as Manager of Human Factors Engineering, AT&T Long Lines taught him about managing large projects. He saw first-hand the need to translate basic scientific findings into usable outcomes supporting business needs. Realizing his "calling" was academia, he accepted an Assistant Professorship in 1985 with the University of South Carolina. In 1987 he moved to Georgia Tech as an Assistant Professor in both the Cognitive Aging and the Engineering Psychology programs. For over 20 years he was the coordinator of the Engineering Psychology program helping that program gain in faculty and international reputation. Understanding basic human attention and memory as well as applying that knowledge to understanding "high-performance" skill dominated his early work. Fisk was funded by AFHRL for several years (thanks to colleague Tom Eggemeier). Fisk received NIH/NIA funding in 1986 to study attention and aging. Understanding the aging brain and using that knowledge to better the lives of older adults became, and has remained, his passion. NIH/NIA funded his work continuously until his retirement. John Deere provided funding (over 10 years) to examine aspects of the aging brain applied to design of big equipment including automated systems. One of Fisk's books concerning designing "things" for older adults, now in its second edition, translates scientific knowledge about aging for practitioners not trained in behavioral science. Fisk was President of the Human Factors and Ergonomics Society as well as Division 21 (Applied Experimental and Engineering Psychology) of the American Psychological Association. He was Editor of the journal Human Factors. He received numerous awards including the Franklin V. Taylor award for outstanding scientific contribution in applied experimental and engineering psychology and the Jack A. Kraft Innovator Award given for extension and diversity of application of HF/E knowledge, principles and methods to new areas. He received the Paul M. Fitts Education Award given for outstanding contributions and dedication to education and training of human factors and ergonomics specialists. He was particularly excited to receive recognition as the top Ph.D. mentor at Georgia Tech, unusual for a psychologist to be thus recognized within the Georgia Tech engineering-education landscape.

Job Titles:

• Professor Emeritus

Beth Sulzer-Azaroff was internationally recognized for her pioneering work in applied behavior analysis. Her work was instrumental in translating findings from the basic behavior analytic laboratory to the applied setting, from the classroom to the factory. She was one of a small group of investigators who recognized the clinical implications of behavior analysis and founded the field of applied behavior analysis. She is perhaps most recognized for the development of strategies to enhance learning and quality of life for individuals with developmental disabilities. Through her research, teaching, textbooks and the work of her academic progeny she improved the lives of children, adults, families and workers throughout the world. An early career in public education launched Sulzer-Azaroff's quest for methods to promote behavior change in socially important directions, leading her to pursue her doctoral studies at the University of Minnesota. She held her first faculty appointment at Southern Illinois University and served on the faculty for decades at the University of Massachusetts, Amherst. She was inspired by B.F. Skinner's conviction that, under ordinary conditions of daily living, human behavior adheres to natural law, and along with her colleagues and students began examining how socially important behavior could be affected constructively by changes in contingencies of reinforcement. By experimentally analyzing the efficacy of ecologically sound behavioral interventions, they tested the validity and generality of this postulate for improving student performance (ranging from pre-school through college and beyond), adherence of personnel to health and safety routines, workers' meeting manufacturing standards of product quality and staff use of effective applied management/leadership skills in various socially important areas. The results of these efforts have been described in over 100 professional and scientific publications. Collaborating with colleagues G. Roy Mayer, Kathleen Dyer, Andy Bondy and others, Sulzer-Azaroff described, analyzed, and integrated their own results with those of other related behavior-analytic investigations in a series of texts. These textbooks have been widely used in colleges and universities throughout the country to train teachers, school administrative staff, psychologists, managers and others, in how lawful principles of behavior can be arranged to improve every day functioning across a multitude of settings. For example, the 2012 revision of Behavior Analysis for Lasting Change (with Mayer & Wallace) presents empirically documented state-of-the-art procedures for addressing a broad spectrum of behavioral challenges. Published that same year, a revised Applying Behavior Analysis Across the Autism Spectrum: A Field Guide for New Professionals (with Dyer, Dupont and Soucy) uses applied data-based instructional and behavior-change exercises to teach staff to become competent in working with persons with autism. Sulzer-Azaroff wrote a dozen other books on implementing applied behavior analysis techniques for augmenting positive performances of students, special-needs populations, and personnel on the job (e.g., Who Killed my Daddy? A Behavioral Safety Fable). Sulzer-Azaroff's dedication to mentoring also deserves recognition. She served as an outstanding advisor and role model to students, postdoctoral fellows and junior faculty. She taught her scholars to be open to new ideas and was willing to consider new approaches if she thought there might be utility in them. Much of her mentoring was facilitated by the U.S. Department of Education funded Developmental Disabilities Training Program at the University of Massachusetts, Amherst that she co-directed with Robert S. Feldman for several years. Active in scientific and professional society affairs, Sulzer-Azaroff presided over Division 25 of the American Psychological Association (APA), the Association for Behavior Analysis (ABA), and the Berkshire Association for Behavior Analysis. She also served on various Editorial Boards such as the Journal of Applied Behavior Analysis and the Journal of Autism and Other Developmental Disabilities. These accomplishments have been honored by awards from APA, ABA, the Cambridge Center for Behavioral Studies, and other technical and professional organizations. She consulted and lectured widely, including Australia, Canada, England, Finland, Great Britain, Hungary, Israel, Italy, Sweden, Thailand and Venezuela.

Job Titles:

• Professor of Psychology / Carnegie Mellon University

Brian MacWhinney obtained his PhD in psycholinguistics at the University of California, Berkeley in 1974, working under the direction of Susan Ervin-Tripp and Dan Slobin. In his dissertation, titled How Hungarian Children Learn to Speak, MacWhinney focused on children's acquisition of complex morphological rules for plural formation. This represented the first in a long line of studies that aimed to provide a comprehensive account of grammatical development applicable to typologically diverse languages. After an initial stint at the University of Denver, Brian has spent his academic career in the Psychology Department of Carnegie Mellon University. Through decades of original and influential work, Brian has become a significant force in psycholinguistics, both theoretically and methodologically. He has served the linguistic community by creating and curating numerous language databases. He has been a valued colleague, and a mentor to the next generation of language researchers. Academically, Brian stands out in his steadfast opposition to linguistic theories based largely on rules of grammar, neat and orderly, with primacy endowed to syntax over meaning and function. Rather, his theoretical approach to language, developed together with Elizabeth Bates and aptly dubbed the Competition Model, takes a functionalist approach. It views different aspects of language, such as syntax, phonology, semantics, and pragmatics, as deeply and fundamentally interconnected.

Job Titles:

• Treasurer

Job Titles:

• Edwina S. Tarry Professor of Education

Carol D. Lee is the Edwina S. Tarry Professor of Education in the School of Education and Social Policy and in African-American Studies at Northwestern University in Evanston, Illinois, U.S.A. She has worked in the Learning Sciences Program at Northwestern from its inception, the first such program in the U.S. She received a B.A. in the Teaching of English from the University of Illinois, Champaign-Urbana in 1966, a Masters of Arts in English from the University of Chicago in 1969, and a Ph.D. in Education from the University of Chicago in 1991. Her career spans a 49 year history, including work as an English Language Arts teacher at the high school and community college levels, a primary grade teacher, and her current university professorship. She is a founder of four African centered schools and institutions that span a 46 year history, including three charter schools under the umbrella of the Betty Shabazz International Charter Schools (est. 1998) where she serves as chair of the Board of Directors.

Job Titles:

• Lewin and Virginia Eaton Professor of Psychology / Stanford University

Carol S. Dweck's work has made important contributions to science and society by engaging critical reflections on the self-beliefs that are crucial to the achievements and well-being of individuals. Dweck's research addresses a fundamental human need for competence. By describing the motivational processes that affect learning and achievement, she shows how adopting a "growth" versus "judgment" mindset can importantly alter people's achievement paths. Dweck's empirical work has shown that seeing the self as consisting of a collection of fixed attributes (the "judgment mindset") can blind us to our potential for future growth and discourage us from engaging in constructive behaviors to improve ourselves. In contrast, seeing the self as a developmental project in progress (the "growth" mindset) can light up paths to self-growth and excellence. Individuals who adopt a judgment mindset fall prey to the self-fulfilling belief that their initial failure signals the limits of their intelligence, when they encounter achievement setbacks, give up on challenging learning tasks prematurely and end up performing poorly in future achievement tests. In contrast, those who adopt a growth mindset learn from their failures to improve their ability. This elegant theoretical framework has been applied to address, for example, the achievement gaps between ethnic groups. Dweck shows that minority group members who are convinced to adopt a growth mindset also take a mastery-oriented stance to manage their achievement goals even in unfavorable learning environments. As a result they excel despite the obstacles they face. Dweck started her analysis of human motivation in the domain of academic achievement, but the impact of her works has since spread to many other domains. Analogous fixed and malleable beliefs have been identified in people's beliefs about morality, personal character, romantic relationship, athletic ability, and self-control. Such beliefs have been shown to be the core assumptions people use to organize their perceptions, judgments, and reactions to situations in the pertinent domain. For example, Blacks holding fixed (vs. malleable) belief about intelligence are more susceptible to stereotype threat; people believing that relationships are predetermined (vs. cultivable) are more negatively affected by setbacks in their relationship; and people believing that personal character is fixed (vs. changeable) are more likely to view social identities as reified entities and use them to organize their self-conceptions and interactions with other social groups. In summary, Dweck's research has addressed both theoretically important and socially relevant issues, providing answers to questions like: Why would girls be more likely than boys to show learned helplessness and depression? Why could praising children's abilities be counterproductive? How do implicit theories serve as a social cognitive framework for understanding the relationship of culture and cognition? Would an intervention program that alters students' lay beliefs of intelligence predict better achievement over time? The answers provided by Dweck's rigorous research have been applied extensively in schools and organizations to empower students and employees around the world. Carol Dweck grew up in Brooklyn, received her B.A. from Barnard College (1967) and her PhD in psychology from Yale University (1972). She taught at the University of Illinois at Urbana-Champaign (1972-1981, 1985-1989), Harvard University (1981-1985), and Columbia University (1989-2004), before moving to Stanford University in 2004. Dweck has mentored a long list of graduate students, many of whom have become accomplished scientists and academic leaders in social and developmental psychology. She has served on numerous professional committees. Her honors include the Distinguished Scientific Contribution Award from the American Psychological Association (2011), the E. H. Beckman Award from Columbia University (2011), the Leadership Award from the Klingenstein Center, Teachers College, Columbia University (2010), the E. L. Thorndike Career Achievement Award in Educational Psychology from the American Psychological Society (2010), the Klingenstein Award from the National Association of Independent Schools, San Francisco (2010), and the Ann L. Brown Award for Excellence in Developmental Research from the University of Illinois (2009). Her book Self-theories won the Book Award from the World Education Federation (an organization of the United Nations and UNICEF). Her more recent book Mindsets has been translated into numerous languages and published in many countries (Germany, Netherlands, Brazil, Taiwan, Japan, Korea, Denmark, Israel, and Norway).

Job Titles:

• Distinguished Professor of Psychology / University of Pittsburgh

Dr. Charles (Chuck) Perfetti began his distinguished career by earning a BS in Psychology from University of Illinois, Urbana in 1958, and a Ph.D. in Experimental Psychology from University of Michigan, Ann Arbor, in 1967. He has spent the majority of his career at the University of Pittsburgh where he serves as a Distinguished University Professor of Psychology and the Director of the Learning Research and Development Center at the University of Pittsburgh. Chuck has dedicated his career to studying the nature of human language, focusing on reading in its many aspects-from its connection to language, its universal properties, its neural bases, its variation with writing systems, and its dependence on lexical knowledge, to text comprehension and individual differences. Using behavioral and cognitive neuroscience methods, his research has addressed reading comprehension, word identification, word knowledge, and their inter-relationships. His studies of comparative reading across writing systems suggest that reading Chinese and reading English engage both shared and distinctive mechanisms and cortical structures. His research on learning has spanned a wide range: a) how students use multiple texts to integrate information and resolve contradiction; b) behavioral and neural indicators of learning word meanings; c) second language learning by adults, especially behavioral and neural indicators of learning to read Chinese. Chuck has authored or co-authored more than 220 journal articles and book chapters, authored two books, and edited five others. A new in-press book co-edited with Ludo Verhoeven, Radboud University, the Netherlands, brings together research on learning to read across 17 languages. A committed teacher and mentor, Chuck's research has always involved the contributions of graduate students, post-doctoral trainees, undergraduate students, and collaborators. He has mentored well over 50 pre-doctoral trainees and 20 postdoctoral fellows, the majority of whom are currently in positions of research and/or teaching at research universities around the globe (or have appointments in other research settings such as Haskins Labs and NIH.)

Job Titles:

• Professor, Department of Human Development and Graduate Fields of Cognitive Science, Psychology, and Human Development / Cornell University

Dr. Brainerd received his BS, MA, and PhD degrees in experimental psychology from Michigan State University. He is a Fellow of the Division of General Psychology, the Division of Developmental Psychology, the Division of Experimental Psychology, and the Division of Educational Psychology of the American Psychological Association. He is a Fellow of the American Psychological Society and of the Psychonomic Society. Dr. Brainerd is board certified in forensic examination and in forensic medicine. He has received the Governor of Arizona's Spirit of Excellence Award for scholarly work in higher education and the State University of New York Chancellor's Award for Excellence in Research. Dr. Brainerd advises civilian and military courts throughout the United States on memory issues, has contributed to amicus briefs in many appeal cases, and has received the Judge Advocate General's Trial Defense Services Medal for his work with military courts. Dr. Brainerd has published over 300 research articles and chapters, as well as over 20 books in areas such as human memory and decision making, statistics and mathematical modeling, psychological assessment, learning, intelligence, cognitive development, learning disability, and child abuse. He is past Associate Editor of Child Development, the leading research journal in developmental psychology, and he is past Associate Editor of The Behavioral and Brain Sciences, a leading theoretical journal in cognitive neuroscience. He is Editor of Developmental Review, the leading journal of theory and literature review in developmental psychology. Dr. Brainerd has received four decades of research support from agencies such as the National Institutes of Health, the National Science Foundation, the Natural Sciences and Engineering Research Council, the North Atlantic Treaty Organization, the Department of Agriculture, the Marsden Fund, and the Spencer Foundation. His current research program focuses on the relation between memory and higher reasoning abilities in children and adults, and it also focuses on false-memory phenomena. Together with Valerie Reyna, he has developed an influential theory of the relation between memory and higher reasoning, fuzzy-trace theory. This theory has been widely applied in medical and legal decision making and in the evaluation of forensic interviews and sworn testimony.

Job Titles:

• Scientist
• Professor Emeritus, Department of Psychology / Professor and Head Emeritus, Aviation Human Factors Division

Chris Wickens: scientist, scholar, educator, mentor, colleague, friend, mountain climber. Christopher Wickens was Head of the Aviation Human Factors Division (originally titled the Aviation Research Laboratory), Institute of Aviation, University of Illinois at Urbana-Champaign from 1983 -2005. He is currently working part time for Alion Science: MA&D Operations. He received a B.A. from Harvard College in Physical Sciences in 1967. He received a M.A. from the University of Michigan in Psychology in 1969. He completed his Ph.D. under Dick Pew at Ann Arbor in 1974. He rose through the ranks from Assistant Professor to Professor in the Department of Psychology at the University of Illinois at Urbana-Champaign. He was Visiting Professor, Department of Behavioral Sciences & Leadership, U. S. Air Force Academy in 1983-1984, 1991-1992, and 1999-2000. For over 30 years Chris Wickens' research has focused on the interface between basic research and the applied area of human factors. His research is concerned with two primary themes. From a psychological perspective, one theme has been the study of human attention related to the performance of complex tasks. From a human factors perspective, the second theme relates to the study of how displays and the automation can be used to support the behavior of operators in high- risk systems. Professor Wickens and his students have focused their research interests primarily on aviation vehicle control. Through his career his research has bridged the intersection of these two themes in order to show how basic research in attention can account for human behavior in these complex systems. As a result of his research, he has developed two theories or models of attention: multiple resources theory developed in the early 1980s; and Salience, Effort, Expectancy and Value (SEEV) theory elaborating the selective aspects of attention in the late 1990s and early 2000s. Wickens' research is internationally recognized. He has been invited to give the keynote address at a number of international conferences. He has supervised 38 Ph.D. theses, 64 master theses and 7 undergraduate honors theses. Many of Wickens' graduate students went on to distinguished interdisciplinary careers in universities, government and industry. He has authored or co-authored eight books including an introductory text in Psychology, an introduction to human factors engineering and the most widely used advanced textbook in engineering psychology and human performance. Two books on human factors in air traffic control have been published by the National Academy Press. The other three books are concerned with display technology, workload transition and displays. Wickens has published over 200 articles in refereed journals and book chapters.

Job Titles:

• Dean, School of Education / Stanford University
• Member of American Academy of Arts

Claude M. Steele is among the most influential social scientists of the past three decades, whose social psychology experiments are well known within the disciplines of Psychology, Sociology, Education, and the Law. Steele's work has inspired hundreds of scientific studies and generations of young scholars. Steele is best known for his research on "stereotype threat," which identified a situational factor operating in the much-debated ability gaps between women and men in the domain of mathematics, and the broader IQ gap between blacks and whites. Its central tenet is that when people are confronted with negative stereotypes their group they can experience anxiety about confirming those stereotypes. Under specific conditions, stereotype threat debilitates intellectual functioning and performance, and over time, leads to psychological disengagement from the threatening domain. In the wake of the first published studies on stereotype threat with his students Joshua Aronson and Steven Spencer, over three hundred studies on stereotype threat have been published, numerous field interventions based on the stereotype threat formulation produced markedly improved performance among students targeted by ability stereotypes, and the research has been cited in two supreme court cases on affirmative action. Prior to this work, Steele published a landmark chapter detailing his theory of "self-affirmation," which would become the most widely embraced modification of Leon Festinger's theory of cognitive dissonance, social psychology's most influential theory of human motivation. Steele's research challenged the central tenet of dissonance theory-that people find inconsistency per se uncomfortable and have a fundamental need for consistency between cognitions. Steele argued that people are bothered not by mere psychological inconsistency but rather by the threat to self-image that accompanies inconsistent behavior. He further posited a self-system comprising self-conceptions, values, talents, and so on, which comprise a reservoir of self-resources from which people draw to restore feelings of self-integrity when self-image threats arise. This fact, Steele proposed and his research showed, gives people flexibility in responding to self-threats. Although psychologists still debate the role of consistency strivings in human motivation, self-affirmation theory firmly established itself as a staple in social psychology and as a methodological breakthrough in both basic and applied research. Steele also conducted research on the psychological effects of alcohol consumption, documenting what he referred to as "alcohol myopia, " the effect of narrowing the drinker's focus upon immediate events and stimuli and reducing focus upon distant events, stimuli, or thoughts. Steele showed how this narrowed focus plays a role in alcohol's well-known reduction of social inhibitions and reduction of emotional stress. Steele was born and raised in a working class suburb of Chicago to interracial parents-his father a truck driver, his mother a social worker-who met through their involvement in the civil rights movement. He went to Hiram College and later received his PhD in social psychology from Ohio State University, where he worked with Thomas Ostrom. From there Steele took his first academic position at the University of Utah, where he stayed only briefly, leaving for the University of Washington. After Washington he moved to the University of Michigan, where he began his work on minority underperformance, and then joined the department of psychology at Stanford University. During his time at Stanford, he served as director of the Center for Advanced Study in the Behavioral Sciences, leaving when offered the position as 22nd Provost of Columbia University, the first African American to hold the post. In 2011, he stepped down from that position to accept the position of Dean at Stanford University's School of Education. The winner of many of psychology's most prestigious honors, Steele is a member of American Academy of Arts and Sciences, the National Academy of Sciences, the American Philosophical Society, and the National Academy of Education. He holds honorary doctorates from the University of Chicago, Princeton and Yale. An uncommonly creative experimentalist, warm and engaging teacher, and superb mentor, Steele attracted and nurtured a great number of adoring students, many of whom have become influential scholars in their own right. He is also an exceptionally clear and elegant writer, crossing the boundaries of the academy to produce, for example, widely read pieces for the Atlantic Monthly and The New York Times and, most recently, a book documenting his work on stereotype threat, Whistling Vivaldi and Other Clues to How Stereotypes Affect Us.

Job Titles:

• Member - at - Large

Job Titles:

• Professor Emeritus / University of Connecticut

In 1968, David A. Kenny received his A.B. from the University of California at Davis where his undergraduate mentor was Robert Sommer. He then received his Ph.D. from Northwestern University in 1972 where his advisor was Donald T. Campbell. After 6 years at Harvard University, in 1978 he moved to the University of Connecticut, where he has had a long and productive career, achieving the top rank of University Distinguished Professor in 2006. Kenny has received widespread recognition for his unique contributions to the field, including the Methodological Innovation Award from the Society for Personality and Social Psychology in 2013, the Distinguished Scientist Award from the Society of Experimental Social Psychology in 2012, the Distinguished Lifetime Achievement Award from the International Association of Relationship Research in 2010, and the Donald T. Campbell Award from the Society for Personality and Social Psychology in 2006. Kenny's work on methods and models for analyzing dyadic and group data have revolutionized how researchers collect, analyze, and interpret data from dyads and groups. He has written extensively about how traditional data analytic approaches can be adapted to these contexts, as well as the extent to which these traditional methods are biased by ignoring interdependence. More critically, the models that Kenny has developed (e.g., the Social Relations Model and the Actor-Partner Interdependence Model) have motivated researchers to examine interdependence as a phenomenon that is interesting in its own right. This focus has helped to generate a true science of relationships. His seminal contributions have been clearly summarized in the now standard methodological text for relationship researchers from all branches of psychology - his 2006 book Dyadic Data Analysis (Kenny, Kashy, & Cook, 2006). Kenny's book, Correlation and Causality, introduced many to Structural Equation Modeling, and his most widely cited influential contributions have been in the area of mediational models. Indeed, Baron and Kenny (1986), a paper that differentiates between mediation and moderation and provides a data analytic approach to evaluate such processes, has been standard reading for graduate students in all areas of psychology for years. This paper is one of the most cited papers that has ever appeared in the Journal of Personality and Social Psychology. In addition to his methodological work, Kenny has made substantial contributions to theoretical and empirical social psychology, primarily within the domain of person perception. Two of his papers in this area are winners of the Society for Personality and Social Psychology award for theoretical innovation. His book, Interpersonal Perception: A Social Relations Analysis, as well as his 1991 Psychological Review article, describe a host of issues involved in social perception.

Job Titles:

• Professor of Mathematical Psychology and Cognitive Science / University of Michigan

David E. Meyer is the Clyde H. Coombs and J. E. Keith Smith Distinguished University Professor of Mathematical Psychology and Cognitive Science at the University of Michigan, Ann Arbor. He is a member of the U.S. National Academy of Sciences; has been honored with the 2008 William James Fellow Award from the Association for Psychological Science; and has received the American Psychological Association's Distinguished Scientific Contribution Award. He is being honored for fundamental empirical, theoretical, and applied contributions to the science of cognition. Professor Meyer was born in Louisville, Kentucky, and received a BA from Wittenberg University in 1964. He received his Ph.D in Mathematical Psychology from the University of Michigan in 1969, after which he worked under Saul Sternberg as a member of the Technical Staff at Bell Telephone Laboratories. He returned to the University of Michigan in 1977 to join the faculty, where he has been ever since. In his early research on semantic retrieval from long-term memory, he developed and popularized (with his collaborator, Roger Schvaneveldt) the Lexical Decision Task, a powerful paradigm for investigating the nature of human memory. His research quickly extended beyond the organization of semantic memory to many other areas of the psychology of human performance, in which he has made numerous groundbreaking contributions. These including motor and speech production, aimed movement, mental chronometry, speed-accuracy trade-offs, psychophysiology, cognitive neuroscience, error detection, multi-tasking and time-sharing, and individual differences. These broad and comprehensive contributions to the basic science of human performance culminated in the development (with collaborator David Kieras) of a computational unified theory of cognition, Executive-Process Interactive Control (EPIC), which is both an encapsulation and integration of basic scientific models of human performance and a useful applied tool for human factors psychology and engineering.

Job Titles:

• Scientist
• Professor of Psychology / Hope College

David G. Myers is an internationally renowned scientist, author, and teacher whose research and writing have covered a wide range of topics, including group behavior, prejudice, personality, religion, intuition, hearing loss, and personal well-being. Over the past 35 years he has published 18 books-several of which are best-selling textbooks in their 8th, 9th, or 10th edition-and dozens of scientific articles in leading journals such as Science, Psychological Bulletin, Psychological Science, and the American Psychologist. He has also served as consulting editor to the Journal of Personality and Social Psychology, the Journal of Experimental Social Psychology, and the Journal of Positive Psychology, and he is a Fellow of the Association for Psychological Science, the American Association of Applied and Preventive Psychology, and Divisions 1, 2, 8, 9, and 36 of the American Psychological Association. After earning his Ph.D. in Social Psychology from the University of Iowa in 1967, Dr. Myers joined the faculty of Hope College, where he has been Director of Educational Research, Chair of the Psychology Department, and a member of the Board of Trustees. His research has been funded by the National Science Foundation and the National Institutes of Health, and his contributions to psychology have been recognized with the Gordon Allport Intergroup Relations Award from the Society for the Psychological Study of Social Issues (APA Division 9) and the Award for Distinguished Service to the Field from the Society for Personality and Social Psychology (APA Division 8). In 1989, Professor Myers and his wife created the David and Carol Myers Foundation to support nonprofit organizations within and beyond psychological science. The Foundation receives all author royalties from Professor Myers' introductory psychology textbooks and all royalties from his general audience trade books. Its grants include a $1 million endowment to establish the APS Fund for Teaching and Public Understanding of Psychological Science, grants to local community organizations, funds for international hunger relief, and various other projects. The Dave and Carol Myers Foundation has also provided generous support to Fabbs to support its educational mission. In addition to making these and many other grants, Professor Myers has chaired his city's Human Relations Commission, helped found a Community Action Center that assists poverty-level families, and advocated a transformation in assistive listening for people with hearing loss (HearingLoop.org), thereby providing a model of how psychological science can be placed in the service of society.

Job Titles:

• David Starr Jordan Professor of Social Sciences in Psychology / Stanford University
• Professor of Social Sciences in Psychology

Job Titles:

• Emeritus Professor of Psychology at Claremont McKenna College
• Expert

Diane F. Halpern is an internationally recognized expert in several fields within the psychological sciences, including critical thinking, gender studies, and the learning sciences. Her journey began when she graduated Cum Laude from the University of Pennsylvania with a B.A. in Psychology in 1969. After receiving two Masters degrees from Temple University and the University of Cincinnati, she earned her Ph.D. from the University of Cincinnati in 1979 with highest honors. Diane has taught at California State University at San Bernardino, Claremont McKenna College, and served as the Dean of Social Sciences in the Minerva Schools at the Keck Graduate Institute. During her time at Claremont McKenna College, she was the Director of the Berger Institute for Work, Family, and Children, was Named McElwee Family Professor of Psychology and George Roberts Fellow, and served as department chair for several years. In addition to her academic appointments, she was the president of the American Psychological Association in 2004, the president of the Western Psychological Association from 1999 to 2000, and the president of the Society for Teaching of Psychology from 1997 to 1998. Diane Halpern has received over 30 awards for teaching and research in psychology. These include the Outstanding Professor Award from the Western Psychological Association, the American Psychological Foundation (APA) Award for Distinguished Teaching, the Distinguished Career Award for Contributions to Education given by the APA, and the California State University's State-Wide Outstanding Professor Award. In the year of 2013, the Association for Psychological Science awarded her the James McKeen Cattell Fellow Award for a lifetime of outstanding contribution to applied psychological research (the highest award that APS confers) and APA awarded her with the Raymond D. Fowler Award for Outstanding Contributions. Diane has authored over a dozen books, including Thought and Knowledge: An Introduction to Critical Thinking, Sex Differences in Cognitive Abilities, and Women at the Top: Powerful Leaders Tell Us How to Combine Work and Family. She has authored approximately 250 journal articles and book chapters. One of her prominent contributions has been promoting psychology in the popular press, including professional podcasts (e.g., TED talk) and numerous appearances and interviews in newspapers, radio and TV. She has provided testimony to Congress on three separate occasions, and briefed the United States White House Staff. This is the essence of advocacy that is the hallmark of FABBS.

Job Titles:

• Member - at - Large

Job Titles:

• Newby Research

Job Titles:

• American Educational Research Association

Job Titles:

• Rotman Research Institute, Baycrest
• Senior Scientist / Rotman Research Institute of Baycrest University / Professor Emeritus

Fergus Craik received his B.Sc. in Psychology from the University of Edinburgh in 1960, and his Ph.D. in Psychology from the University of Liverpool in 1965. He emigrated to Canada and joined the Department of Psychology at the University of Toronto in 1971, where he has served as a member of the faculty for more than 35 years, including a 5-year term as Chair. In 1996, he was awarded the Glassman Chair in Neuropsychology, in 1997 he received the rank of University Professor, and in 2000 became a Senior Scientist at the Rotman Research Institute of the Baycrest Centre for Geriatric Care in Toronto. Craik's research, which has focused on characterizing basic processes of memory and how they change with age, has had enormous impact on the field. His early theoretical and empirical work outlining and documenting the benefits of deep, semantic processing on memory is now universally accepted as a fundamental principle. Craik has also been in the forefront of theoretical and empirical work on aging and is the author of one of the most influential theories of cognitive aging-the idea that memory and other cognitive processes will be affected by age to the extent that they place demands on declining attentional resources. In recent years, Craik has collaborated on neuroimaging studies that have revealed neural correlates of many of the cognitive processes that he had postulated earlier and led to an increased understanding of the role of prefrontal cortex in encoding and retrieval. Craik's influence extends beyond his own scientific contributions through his many collaborations with colleagues and students: he has mentored more than 50 graduate students and post-doctoral fellows, has co-authored more than 140 journal articles and edited 10 books. Craik has received many honors and awards in the course of his career including the Distinguished Scientific Contribution Award from the Canadian Psychological Association (1987), the William James Fellow Award from the American Psychological Society (1993), the Hebb Award from the Canadian Society for Brain, Behavior & Cognitive Science (1998), and the prestigious Killam Prize for Science (2000). In May 2008, Craik was elected a Fellow of the Royal Society.

Job Titles:

• Research and Communications Coordinator

Job Titles:

• Lucie Stern Professor in the Social Sciences / Stanford University

James (Jay) McClelland is the Lucie Stern Professor in the Social Sciences, and Director of the Center for Mind, Brain and Computation at Stanford University. After receiving his Ph.D. in Cognitive Psychology from the University of Pennsylvania in 1975, McClelland joined the faculty of the University of California, San Diego. He moved to Carnegie Mellon University in 1984 as University Professor and the Walter Van Dyke Bingham Chair in Psychology and Cognitive Neuroscience. He was also the founding Co-Director of the Center for the Neural Basis of Cognition. In 2006 McClelland moved to the Department of Psychology at Stanford University, where he served as department chair. He is currently the Lucie Stern Professor in the Social Sciences, and the founding Director of the Center for Mind, Brain and Computation at Stanford. Over his long career, McClelland has contributed to both the experimental and the theoretical literatures in a number of areas, most notably in the application of connectionist, parallel distributed processing models to problems in perception, cognitive development, language learning, and the neurobiology of memory. His theoretical and experimental contributions have been instrumental in establishing an alternative to the traditional symbolic theory of the mind. Inspired by the massive parallelism found in brains, in the connectionist alternative cognition is conceptualized as the emergent result of interactions within interconnected networks of simple neuron-like units. , Local inhibitory and excitatory connections between units give rise to structured thoughts, mental schemas, and memories that are distributed across units. Learning is conceptualized as changes to the efficacy with which units excite or inhibit one another. McClelland and David Rumelhart formed the PDP Research group to pursue this connectionist program, and this group produced the two-volume book: Parallel Distributed Processing (Rumelhart, McClelland, and the PDP Research Group, 1986). These two volumes galvanized much of the cognitive science community to develop, explore and test new computational models of phenomena in learning, memory, language, and cognitive development. Much of Dr. McClelland's work has fused connectionist computational modeling with empirical research in cognitive psychology and neuroscience. McClelland and Rumelhart jointly received the 1993 Howard Crosby Warren Medal from the Society of Experimental Psychologists, the 1996 Distinguished Scientific Contribution Award from the American Psychological Association, the 2001 Grawemeyer Prize in Psychology, and the 2002 IEEE Neural Networks Pioneer Award. McClelland also received the APS William James Fellow Award for lifetime contributions to the basic science of psychology, the David E. Rumelhart prize for contributions to the theoretical foundations of Cognitive Science, the NAS Prize in Psychological and Cognitive Sciences, and the Heineken Prize in Cognitive Science. He is a member of the National Academy of Sciences. In addition to his own research, McClelland has been an advocate for the sciences of the mind. He served on the leadership team of the Federation of Associations in Behavioral and Brain Sciences for several years, serving as its President for 2010-11. McClelland continues to support the advocacy mission of FABBS through the FABBS Advocacy Action Fund and through his service as a Council Representative to FABBS from the Cognitive Science Society. McClelland has also served as President of the Cognitive Science Society. He has been associate or senior editor for Cognitive Science, Neural Computation, Hippocampus, Neurocomputing, and Proceedings of the National Academy of Sciences.

Job Titles:

• Member - at - Large

Job Titles:

• President

Job Titles:

• Singapore Management

Job Titles:

• Member - at - Large

Job Titles:

• Army Research Laboratory

Job Titles:

• Executive Director

Job Titles:

• Member - at - Large

Job Titles:

• National Academies of Science

Job Titles:

• Professor of Psychology / Director, Sage Center for the Study of Mind

Michael S. Gazzaniga was born in 1939 in Los Angeles, California. He was one of five children of Dante Achilles and Alice Marie Gazzaniga. His father was a surgeon and a founder of the Ross-Loos Medical Group, the forerunner to managed care medicine in America. Gazzaniga went East to school and received his bachelor of arts from Dartmouth College in 1961. He then attended the California Institute of Technology, where he received his doctorate in psychobiology in 1964-1965. At Cal Tech he worked under the guidance of Roger Sperry, with primary responsibility for initiating human split-brain research - research that contributed to a Nobel Prize for Roger Sperry. Gazzaniga has six children, five daughters and a son. His wife Charlotte trained as a physiological psychologist and over the past 20 years has been managing editor of the Journal of Cognitive Neuroscience. After stints in various academic settings from California to New York, Gazzaniga became the Andrew W. Thompson Jr. Professor of Psychiatry and director of the Program in Cognitive Neurosciences at Dartmouth Medical School. In 1992, he became the founding director of the Center for Neuroscience at the University of California, Davis. In 1996, Gazzaniga's alma mater, Dartmouth College, called him back to help them lead a new program in the mind sciences, where he became the David T. McLaughlin Distinguished University Professor and the director of the Center for Cognitive Neuroscience. Most recently he returned to California to become the first director of the Sage Center for the Study of the Mind at the University of California, Santa Barbara. Through his extensive work with split-brain patients, Gazzaniga has made important advances in the understanding of functional lateralization in the human brain and how the cerebral hemispheres communicate with one another. His research is known not only in the basic and clinical neurosciences, but also in a broad range of other academic fields such as philosophy, psychology, linguistics, and anthropology. Split-brain studies have revealed the complex mosaic of mental processes that participate in human cognition. And yet, even though each cerebral hemisphere has its own set of capacities (with the left hemisphere specialized for language and speech and major problem-solving capacities and the right hemisphere specialized for tasks such as facial recognition and attentional monitoring), we all have the subjective experience of feeling totally integrated. Indeed, even though many of these functions have an automatic quality to them and are carried out by the brain prior to our conscious awareness of them, our subjective belief and feeling is that we are in charge of our left hemisphere's interpreter, a device that allows us to construct theories about the relations between perceived events, actions, feelings, and memories. Throughout his career, Gazzaniga has always seen how new methodologies could be applied to help further understanding of the human brain. He pioneered the use of magnetic resonance imaging to understand how genes influence the size and shape of the callosum in monozygotic twins. He has used event-related potentials (ERPs) to examine the distribution of perceptual, attentional and linguistic functions in the normal and brain-bisected patient. He has used functional imaging to examine lateral specialization in the normal brain. His recent work using diffusion tensor imaging has opened up new ways of thinking about how the callosum integrates information between the two half brains. It also lays the groundwork for understanding individual differences in brain anatomy that relate to specific behavioral capacities. Gazzaniga also studies focal neurologic lesion patients, showing, for example, how patients with parietal lesions could use information to make a rational choice while also denying that information was present. He carefully analyzed occipital lobe patients in an effort to better understand the visual mechanisms involved in the phenomenon of "blindsight." During his years at Cornell Medical School, he launched the field of cognitive neuroscience along with his close friend and colleague at Rockefeller University, George A. Miller. Capitalizing on a seed grant from the Sloan Foundation, they established the Cognitive Neuroscience Institute, which in turn published the Journal of Cognitive Neuroscience. He then helped persuade the James S. McDonnell Foundation to invest in a significant way in the field of cognitive neuroscience. Gazzaniga founded and hosted for 20 years the Summer Institute in Cognitive Neuroscience, and served as editor in chief of the leading journal in the field, as well as the three-volume series The Cognitive Neurosciences published by MIT Press. He founded the highly successful Cognitive Neuroscience Society and has served as president of the American Psychological Society (2006) as well as the Association for the Scientific Study of Consciousness. Most recently he has been invited to deliver the Gifford Lectures in 2009 at the University of Edinburgh. Gazzaniga has trained numerous scientists during his long career. Students such as Joseph LeDoux, Richard Nakamura, and Michael Miller played fundamental roles in his career, as did his postdoctoral students such as Bruce Volpe, Kathy Baynes, Mark Tramo, Elizabeth Phelps, Jeffery Holtzman, Ron Mangun, Margaret Funnell, Paul Carballis, Matt Roser, David Turk, and many others. In 2006, the MacArthur Foundation brought together a group of neuroscientists, lawyers, philosophers, and jurists to examine the impact the field of neuroscience might have on the law. After developing a plan for studying the issues, Gazzaniga was asked to serve as director of the new national effort. In 2007, the program was launched and is based at the University of California, Santa Barbara. Gazzaniga captured the main features of his early work in his widely acclaimed 1985 book The Social Brain. His 1988 book Mind Matters served as an introduction to problems in mental disorders. In 1992 he published Nature's Mind, which the New York Times Book Review said "might do for the mind what Stephen Hawking has done for cosmology." In 2005, he broke new ground and published The Ethical Brain. This book has captured the vast importance of the field of neuroscience for a variety of ethical issues that range from considering the moral status of embryos to the neurobiology of making moral judgments. His new book, Human, came out in the spring 2008. Among many honors, in 2005 he was elected to the Institute of Medicine of the National Academies.

Job Titles:

• Professor and Chair, Department of Psychology / Columbia University

Norma Graham was born on August 8, 1944, in St. Louis, Missouri. She received her bachelor's degree in mathematics from Stanford University in 1966 and her Ph.D. in psychology from the University of Pennsylvania in 1970. After completing her doctorate, she became a post-doctoral fellow in visual neuroscience at the Rockefeller University. Following her fellowship, she took a position in the Department of Psychology at Columbia University, where she has worked since 1972. Graham is a leading researcher in the field of visual perception, using mathematical models to interpret results from psychophysical experiments and neurophysiological studies. She is particularly interested in what might be called the hidden layers of visual perception - stages of processing far from the input end (the light hitting the retina) and also far from the output end (conscious perception and control of action). Her early work on pattern and form perception helped develop the concept, now widely accepted, of multiple channels sensitive to different ranges of spatial frequency and orientation. Her book Visual Pattern Analyzers (1989) summarized, integrated, and extended the work of many scientists investigating multiple channels not only for spatial frequency and orientation, but also for many other dimensions of pattern vision. Her subsequent work (along with that of a number of other scientists) hypothesized and investigated several other kinds of processes. These include complex channels (also called second-order or non-Fourier channels) and two forms of contrast adaptation (normalization and comparison). When combined with the original multiple channels, these produce an even better description of hidden stages of visual processing. Graham has served on the editorial boards of several journals and on the committees of various professional societies. She has also served on numerous committees and task forces at Columbia University and is currently chair of the Department of Psychology there. She considers one of her greatest contributions (and pleasures) to be the teaching, not only of graduate students, but also of large numbers of undergraduates, both in courses and in her laboratory. Graham's contributions to psychology and the visual sciences have been recognized through the honors she has received. She is a fellow of the American Psychological Association and of the Optical Society of America. She was elected to the Society of Experimental Psychologists (1983), American Academy of Arts and Sciences (1993), and the National Academy of Sciences (1998).

Job Titles:

• President - Elect

Job Titles:

• National Aeronautics and Space Administration

Job Titles:

• Advocacy Coordinator

Job Titles:

• Scientist

Richard C. Atkinson's achievements as scientist, educator, and passionate advocate for American science have earned him international recognition and countless honors, as well as election to the National Academy of Sciences, the Institute of Medicine, the National Academy of Education, and the American Philosophical Society. His career reflects an extraordinary ability to combine interests and insights that span conventional disciplines and redefine traditional boundaries. At Stanford University, where he held appointments in the Department of Psychology, the School of Engineering, the School of Education, the Applied Mathematics and Statistics Laboratories, and the Institute for Mathematical Studies in the Social Sciences, he quickly attained international stature as a rising star in cognitive psychology, specializing in memory and cognition. Atkinson is one of three to five key researchers who developed the field of mathematical modeling in psychology. His work established the validity of mathematical modeling as a powerful tool for illuminating complex cognitive phenomena. Atkinson's most fundamental and far-reaching contribution to cognitive psychology is the Atkinson-Shiffrin model (with Richard M. Shiffrin), one of the most significant advances in the study of human memory since William James' brilliant intuitive speculations on the subject. The Atkinson-Shiffrin model, presented in a 1968 chapter titled "Human Memory: A Proposed System and its Control Processes," published in The Psychology of Learning and Motivation: Advances in Research and Theory (Vol. 2), edited by K. W. Spence and J. T. Spence, put a theory of memory on a mathematical basis for the first time. It is known as the modal model of memory, combining structural divisions of memory into short-term and long-term memory components and explicitly modeling the attention and control processes that allow the entire cognitive system to function. The control processes they described, such as rehearsal, coding, retrieval strategies, and decision rules, are now standard in theories of memory. The Atkinson-Shiffrin article is one of the most highly cited in the history of the behavioral sciences, and their theory continues to shape research today, for example in integrating and interpreting the neuroimagery research of recent years. In addition: Atkinson produced seminal research contributions in Word Recognition and Search Processes in Recognition Memory, each of which has since blossomed into an important subfield. In a groundbreaking collaboration with Patrick Suppes, Atkinson created one of the first computer-controlled systems for teaching reading to elementary-grade children. His scientific works have been translated into nine languages, including a Russian translation of his collected papers on human memory and cognition. Atkinson's contributions to national science policy began in 1975, when he accepted a temporary appointment as deputy director of the National Science Foundation. It became an eventful five-year tenure, three as director under President Jimmy Carter. Atkinson guided the agency through what one commentator called "a rebuilding from the ravages of the Nixon anti-science era," skillfully defending peer review and basic research against Congressional and media attacks. At the same time, he revealed a gift for translating principles and convictions into enormously productive programs and policies. The first memorandum of understanding between the People's Republic of China and the United States, an agreement for the exchange of scientists and scholars, was negotiated and signed during his directorship. Convinced that rebuilding the close pre-war relationship between industry and research universities was crucial to the future of American science, Atkinson took four steps that have had far-reaching consequences: establishing the Industry-University Cooperative Research Program to encourage collaborative research between private companies and universities; encouraging analyses of scientific R&D's influence on economic growth; elevating engineering to a full directorate at NSF; conducting an analysis of the technology-transfer process that helped lay the foundations for the 1980 Bayh-Dole Act, which transferred intellectual property rights in federally sponsored research from the U.S. government to universities. The same innovative intelligence marked his service as chancellor of the University of California's San Diego campus (1980-1995) and president of the University of California System (1995-2003). The single best example of Atkinson's presidential leadership was his challenge to the aptitude-based SAT I, for seventy-five years the dominant college-entrance examination in the United States. In 2001, Atkinson announced he was recommending that the University of California eliminate the SAT I as an admissions requirement. His brief against the SAT, the product of his experience as a cognitive scientist, psychometrician, and founding chair of the National Academy of Science's Board on Testing and Assessment, was precise, scientifically based, and supported by four years of data involving test scores of 78,000 entering UC students. The SAT I, he argued, was unfair to students because it is grounded in "ill-defined notions of aptitude." Atkinson's public challenge was an act of intellectual and political courage that kindled a long overdue national debate on the use and misuse of standardized testing and a nationwide movement toward achievement tests. He continues to serve the nation as chair of the National Academy of Science's Division of Behavioral and Social Sciences and Education. Richard Atkinson is a pioneering scientist and visionary leader of American science in the tradition of Benjamin Franklin and his devotion to "useful knowledge"; Vannevar Bush and his vision of universities as the heart of the American research enterprise; and Frederick Terman and his conviction that putting knowledge to work in society constitutes a vital public service. Few scientists of Atkinson's stature have gone on to make contributions of the highest order in science policy, education, and public understanding of science and technology. Even fewer have served the cause of science so variously and so well.

Job Titles:

• Secretary

Job Titles:

• Liberty Mutual Insurance Research Institute for Safety

Job Titles:

• Dyadic Data Consulting