Introduction to the special issue on advancing neuroscience through a systems approach

Panagiotis G. Simos, Zvia Breznitz, Virginia Berninger

Research output: Contribution to journalEditorial

Original languageEnglish
Pages (from-to)807-809
Number of pages3
JournalDevelopmental Neuropsychology
Issue number7
StatePublished - 1 Oct 2011

Bibliographical note

Funding Information:
The research foci of various research laboratories at The Edmond J. Safra Center include pre-learning skills, reading, writing, numbers, bilingualism, and motor skills in normal and abnormal development from early childhood to adulthood. Several theories were developed in the center in an attempt to explain learning disabilities phenomena, including the asynchrony theory (Breznitz, 2006), the self-teaching mechanism (Share, 2004), and the minimal level theory (Karni, 2003). This academic center features brain-based research using electroencephalogram (EEG)–ERP, low resolution brain electromagnetic tomography (LORETA), functional magnetic resonance imaging (fMRI), fNIR (functional near-infrared) imaging, and Eye-Tracking methods. The aim is to educate a new generation of clinicians and researchers equipped with state-of-the-art theories, research, and applied knowledge. The center, together with the Department of Learning Disabilities in the Faculty of Education, offers the opportunity for MA and PhD students to conduct their research in its laboratories; and PhD and post-doctoral fellowships are available for outstanding students in the field. The work of the Edmond J. Safra Brain Research Center for the Study of Learning Disabilities has been made possible by a research grant from the Edmond J. Safra Philanthropic Foundation.

ASJC Scopus subject areas

  • Neuropsychology and Physiological Psychology
  • Developmental and Educational Psychology

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