🔥The 9th Round of Easy Loan, Earn $40 Reward is in progress❗️ ⏰ Promotion Period: January 15th - Feburary 15th, 2025 👉 Register now and check more details at gate.io/campaigns/358

Looking forward to discussing the findings from my recent paper at this Thursday's Centre for Educational Neuroscience seminar Sign up below 👇🏻

I am incredibly happy to have been part of this work! A wonderful team to work with and to learn from ☺️

Looking for gift ideas this holiday season? If your family enjoys Funexpected, why not make a Funexpected Gift to your friends? We have 3-month or 1-year certificates available.Add a personal message, and we’ll deliver the gift to your friend's email on your chosen date.

Conference Update: Jo Van Herwegen will be joining us at LICIE in July 2025 as a keynote speaker. Submit an abstract and book your place: licie.co.uk IOE, UCL's Faculty of Education & Society @Uol_CEN UCL IOE Psychology and Human Development #SEND #Inclusion

How many times do you hear a presenter say: I know you can’t read this but … If they can’t read it then what’s the point? Your font size needs to be 18 point or higher. From: buff.ly/3ItCPJ1 #PhDForum #MRes #PhDchat #ECRchat #academicchatter

Check out our latest CEN blog from Mahitab Elgamal on the Science of Homework! 🎉 Does homework actually work? This blog explores the science of when and how to approach it. educationalneuroscience.org.uk/2025/02/04/doe…

"Take pronouns out of your email signature, just use the obvious ones" - someone who has never emailed anyone named Taylor

We co-supervise this project in collaboration with Dr Nina Politinou from UCL IOE Psychology and Human Development - we want to hear from autistic adults in the UK to talk about the meanings and functions of music in your life and when/if you struggle with music too. PLEASE SHARE AND CONSIDER TAKING PART

🚀 New paper Association for Psychological Science & press release! 🧬📖 🧮 Our large-scale study (20,000 children) shows that #ADHD, #dyslexia, and #dyscalculia often co-occur due to shared genetic risk—not because one condition causes the other. doi.org/10.1177/095679… vu.nl/en/news/2025/g… (1/5)

NeuroDevelopmental Annual Seminar City St George’s University of London 26th June 2025 Keynote speakers: Dr Dr Roisin C Perry (ECR) Prof Mary Hanley (Established researcher) Abstract deadline extended to April 11th! #NDAS2025 #Psychology #Autism #DevLangDis #ADHD #Dyslexia

Really excited to be giving the Early Career Keynote at this year's Neurodevelopmental Annual Seminar! Still time to submit an Abstract - link below 👇🏻 #NDAS2025

Very excited to share that we’ve received the Wellcome Birkbeck, University of London IFRC to build the Diversity in Developmental Science Network. Lots of activities planned over the next year to improve research culture & make developmental science more equitable bbk.ac.uk/news/birkbeck-…

We’ve published a new edition of our guidance on teaching assistants. Based on a comprehensive review of the evidence base, the report has five practical recommendations to support school leaders to effectively deploy their teaching assistants.     ow.ly/nQMz50VpCCQ

This is not coincidence. Autism is driven by organic food sales.

Me coming back to R after bravely venturing into Python.

To consult the statistician after an experiment is finished is often merely to ask him to conduct a post mortem examination. He can perhaps say what the experiment died of. — Fisher (1938, p. 18)

Do you work with/oversee students with SEND in a school setting? If so, we want to hear from you! Click the link below to contribute to research supporting evidence-informed decision making around interventions for students with SEND 👇🏼 qualtrics.ucl.ac.uk/jfe/form/SV_2n… #SEND

SPREAD THE WORD 🗣 How do spatial abilities influence math success? 📈🧠📚📐 Prof Emily Farran shares insights from her research and discusses classroom implications. 📍July 10, 5 PM 🔗 tinyurl.com/ycxtumpk IOE, UCL's Faculty of Education & Society University of Surrey Centre for Educational Neuroscience

For her PhD research, Lara Tookey found that when classrooms were at comfortable temperature, had fresh air and low CO2 levels, students performed better on cognitive tests. “Basically, stuffy and uncomfortable classrooms make it harder for kids to think!” massey.ac.nz/about/news/phd…