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Adele Diamond


“Addressing children's emotional, social and spiritual needs along with their physical ones is the key to their happiness and future.”

Adele Diamond, a world-renowned neuroscientist, teaches developmental cognitive neuroscience at the University of British Columbia. Her pioneering research is interested in how executive functions are influenced by biological and environmental factors, especially in children. Her research interests in the field of education explore and underline how artistic and creative activities such as storytelling, dance, music, physical activity and mindfulness are fundamental in improving executive functions, for healthy development. She was elected a Fellow of the Royal Society of Canada, was named one of the '2000 Outstanding Women of the 20th Century' and is recognized as one of the 15 most influential neuroscientists of our time.


Adele Diamond, PhD, FRSC is the Canada Research Chair Tier I Professor of Developmental Cognitive Neuroscience at the University of British Columbia (UBC), Vancouver, BC, Canada. A member of the Royal Society of Canada, she has been named one of the “2000 Outstanding Women of the 20th Century” and has been listed as one the 15 most influential neuroscientists alive today. Her university career began with a BA at Swarthmore, followed by a PhD at Harvard, and postdoc at Yale Medical School. Her research focuses on the cognitive control functions collectively called executive functions, dependent on prefrontal cortex, including the neuroanatomical, genetic, and neurochemical mechanisms that make those functions possible and how these functions are modulated by the environment. Her research interests include the roles of storytelling, dance, music, physical activity, and mindfulness in improving executive functions and academic and mental health outcomes. She has thought deeply and written about interrelations between cognitive and perceptual-motor development. In the field of education, her research is showing that focusing exclusively on training cognitive skills is less efficient, and ultimately less successful, than also addressing emotional, social, spiritual, and physical needs. 

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