About the Editors
Professor Pankaj Sah, PhD
Director, Queensland Brain Institute
The University of Queensland
Pankaj Sah is renowned for his work in understanding the neural circuitry of the amygdala, an area of the brain that plays a central role in learning and memory formation. Dysfunction of the amygdala leads to a host of anxiety-related disorders. Professor Sah’s laboratory uses a combination of molecular tools, electrophysiology, anatomical reconstruction, calcium imaging and behavioural studies. Recently, his laboratory has been working with patients undergoing electrode implantation for deep brain stimulation, which is used to treat a variety of disorders such as Parkinson's disease, Tourette's syndrome and essential tremor. His group studies the electrophysiological signatures of different brain regions and their impact on disease.
Professor Nancy Law, BSc, MPhil, Cert. Ed. (H.K.), PhD (Lon.)
Faculty of Education
The University of Hong Kong
Hong Kong, People's Republic of China
Nancy Law is a professor in the Division of Information Technology in Education, Faculty of Education at the University of Hong Kong. Her research interests include international comparative studies of technology-enabled learning innovations, models of ICT integration in schools and change leadership, computer supported collaborative learning, the use of expressive and exploratory computer-based learning environments, learning design and learning analytics.
Johan Mårtensson, PhD
Division of Logopedics, Phoniatrics, and Audiology
Johan Mårtensson is Associate Professor and Head of office at Logopedics Phoniatrics and Audiology at Lund University with a joint appointment at the Humanities Lab. His research focuses on intervention studies using longitudinal MRI during language learning, often in school settings and in collaboration with teachers. His work relies on developments in MR physics to try to get a better understanding of what goes on when brain structure and function change during education.
Professor Tracey Tokuhama-Espinosa, PhD, Ed. M.
Applied Educational Research Center
Harvard Extension School, Harvard University
Tracey Tokuhama-Espinosa is currently an educational researcher affiliated with the Latin American Social Science Research Faculty in Quito and teaches at the Harvard University Extension School. Tracey's main areas of research are improved indicators to measure educational quality; the expansion of the Mind, Brain, and Education field; learning in the digital age and paradigm shifts using appropriate technologies; bilingualism and multilingualism and the general improvement of teacher education practices.
Dr. Gregory Quirk, PhD
School of Medicine
University of Puerto Rico
San Juan, Puerto Rico
Gregory Quirk's laboratory investigates the neural mechanisms of conditioned fear and avoidance using rodent models. He focuses on the role of the prefrontal cortex in regulating and extinguishing learned fears, which is applicable to treatment of anxiety disorders. Having spent the past 20 years in Puerto Rico, he is committed to mentoring pre- and post-doctoral trainees from across Latin America.
Prof. Ron Stoop, PhD
Center for Psychiatric Neurosciences
University of Lausanne
Since 2004, Ron Stoop has joined the Center for Psychiatric Neuroscience (CNP), newly founded by the University and University Hospital of Lausanne (CHUV), consecutively as group leader, assistant-director and associate professor to translationally study fear and its modulation by neuropeptides (most notably oxytocin) in rodents and humans. Research interest of his group focuses on the modulation of fear by actions of neuropeptides and allosteric modulation of metabotropic glutamate receptors in the amygdala.
Prof. Nienke van Atteveldt, PhD
Vrije Universiteit Amsterdam
Amsterdam, The Netherlands
Nienke van Atteveldt currently works as associate professor at the Vrije Universiteit (VU Amsterdam) leading a research group to investigate underlying mechanisms of motivation and resilience in high school students (supported by an ERC Starting Grant). Specifically, her lab investigates the developmental interplay between students' academic self‐concept, their functional brain networks for error and feedback processing and their learning trajectories and well‐being in school.
Editorial Board Members
Francie Alexander, Scholastic Inc., NY, USA
Patricia Alexander, University of Maryland, MD, USA
Bernard Balleine, The University of Sydney, Sydney, Australia
Aron K. Barbey, University of Illinois at Urbana-Champaign, IL, USA
Robert Bjork, University of California Los Angeles, CA, USA
Brian Butterworth, University College London, London, UK
David Dockterman, Harvard University, MA, USA
Michael Fanselow, University of California Los Angeles, CA, USA
Yukiko Goda, Riken Brain Science Institute, Saitama, Japan
Roberta Golinkoff, University of Delaware, DE, USA
Seth Grant, Edinburgh University, Edinburgh, UK
John Hattie, The University of Melbourne, Melbourne, Australia
Kathy Hirsh-Pasek, Temple University, PA, USA
Paul Howard-Jones, University of Bristol, Bristol, UK
Sheena Josselyn, University of Toronto, Toronto, Canada
Diana Laurillard, University College London, London, UK
Bai Lu, University of Tsinghua, Beijing, People's Republic of China
Andreas Luthi, University of Basel, Basel, Switzerland
Chloë Marshall, University College London, London, UK
Jason B. Mattingley, The University of Queensland, St. Lucia, Australia
Roger Nicoll, University of California San Francisco, CA, USA
Denis Paré, The State University of New Jersey, NJ, USA
Ole Paulsen, University of Cambridge, Cambridge, UK
Rony Paz, Weizmann Institute of Science, Rehovot, Israel
Mu-Ming Poo, CAS Center for Excellence in Brain Science and Intelligence Technology, China
Trevor Robbins, University of Cambridge, Cambridge, UK
Elsbeth Stern, ETH Zürich, Zurich, Switzerland
Michael Timms, Australian Council For Educational Research (ACER), Queensland, Australia
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