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Joanna A. Christodoulou


Joanna A. Christodoulou

    Joanna A. Christodoulou

My research focuses on the intersection of education and cognitive neuroscience, and my current work is on reading development, difficulties, and intervention. I completed my doctoral work in Human Development and Psychology at the Harvard Graduate School of Education. In addition to conducting neuroimaging research, I also work clinically with struggling learners and teach courses covering reading and cognitive neuroscience topics. For more information, visit: http://web.mit.edu/jchristo/www/index.html

Selected publications:

Immordino-Yang, M.H., Christodoulou, J.A. & Singh, V. (2012). “Rest is not idleness”: Implications of the brain’s default mode for development and education. Perspectives in Psychological Science, 7(4), 352-364.

Christodoulou, J.A., Walker, L.M., Del Tufo, S.N., Katzir, T., Gabrieli, J.D.E., Whitfield-Gabrieli, S., & Chang, B.S. (2012). Abnormal structural and functional connectivity in gray matter heterotopia. Epilepsia, 53(6), 1024-32.

Kitts, R., Christodoulou, J.A., & Goldman, S. (2011). Promoting interdisciplinary collaboration: Trainees addressing siloed medical education. Academic Psychiatry, 35(5), 317-321.

Gabrieli, J.D.E., Christodoulou, J.A., O’Loughlin, T., & Eddy, M. (2010). The reading brain. In D. Sousa (Ed.), Mind, Brain, and Education: Neuroscience implications for the classroom. Bloomington, IN; Solution Tree Press.

Sylvan*, L. & Christodoulou, J.A. (2010). Understanding the role of neuroscience in brain-based products: A guide for educators and consumers. Mind, Brain, and Education, 4(1), 1-7.

Christodoulou, J.A., Daley, S.G., & Katzir, T. (2009). Researching the practice, practicing the research, and promoting responsible policy: Usable knowledge in mind, brain, and education. Mind, Brain, and Education, 3(2), 65-67.

Christodoulou, J.A., Daley, S., & Katzir, T. (Eds.) (2010). Special series: Usable knowledge in mind, brain, and Education. Mind, Brain, and Education, 3-4(1-4).

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