Dr. Demir-Lira, Department of Psychological and Brain Sciences at the University of Iowa
The seminar series is co-organized by Stanislas Morel, a sociologist from the Centre de Recherche Interuniversitaire Expérience Ressources Culturelles Éducation in Paris, and Jérôme Prado, a cognitive neuroscientist from the Centre de Recherche en Neurosciences de Lyon in Lyon.
We will have our fourth "Toward an integrative cognitive science of social inequalities" seminar this Thursday, April 6 2023 at 16h. Note that this seminar will be entirely online. Dr. Demir-Lira (University of Iowa, USA) will be presenting a talk entitled "Sources of academic resilience: Interacting roles of biological and environmental factors in the behavioral and neural basis of academic development". Please see below for the abstract and a short biography of Dr. Demir-Lira.
Here is the Zoom link to attend:
https://cnrs.zoom.us/j/91937667873?pwd=WTAydVB1M1dZVVdVdmFkdVlvV0w4QT09
Meeting ID: 919 3766 7873
Passcode: GNW26g
You can find the full schedule of the seminar series here:
https://forms.gle/gYoE9dWLwPZettXC9
Sources of academic resilience: Interacting roles of biological and environmental factors in the behavioral and neural basis of academic development
Abstract: Early childhood differences in academic achievement are known to predict many social and economic outcomes in adulthood, including employment, life satisfaction and health. In this talk, Dr. Demir-Lira will present her research program that addresses the long-standing question of why some children, often from disadvantaged backgrounds, fall behind their peers in academic achievement while others thrive. She will present work that combines behavioral methods that illuminate children’s home experiences with neuroimaging measures that reveal the neurocognitive basis of children’s academic performance. Her research to date presents a developmental model whereby the effects of parental background on children’s academic outcomes are: 1) specific; certain components of parental input predict academic outcomes better than others, 2) reciprocal; the effects vary depending upon child characteristics, and 3) non-uniform; parental input differentially influences children’s verbal and visuospatial neurocognitive systems.
Bio: Dr. Demir-Lira received her PhD from the University of Chicago and completed her postdoctoral work at the University of Chicago and Northwestern University. Her research program is aimed at understanding how early environmental and biological factors interact in predicting children's academic outcomes - in both typically-developing children and children with atypical developmental trajectories. Her work leverages a diverse array of methods, including naturalistic parent-child observations, experimental designs and neuroimaging methods (MRI, fMRI and fNIRS).
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