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Invited Symposia

Robert J. Coplan, PhD
Director, Pickering Centre for Research in Human Development
Professor, Department of Psychology
Carleton University
Lecture Title:

A Good Time to Be Alone? New Directions in the Study of Social Withdrawal in Adolescence and Emerging Adulthood

Curriculum Vitae

Robert J. Coplan is a Full Professor in the Department of Psychology at Carleton University (Ottawa, Canada) and Director of the Pickering Centre for Research in Human Development. He obtained his MA (1992) and PhD (1995) in Developmental Psychology at the University of Waterloo.

His general research interests are in the areas of children’s socio-emotional functioning and developmental psychopathology. In particular, Dr. Coplan has extensively examined the development of shyness, social withdrawal, and social anxiety in childhood, adolescence, and emerging adulthood. Current research projects focus on the causes and consequences of solitude across development, the challenges faced by shy and anxious children at school, and the meaning and implications of shyness and social withdrawal across different cultures.

Over the course of his academic career, Dr. Coplan has published over 140 journal articles, 45 chapters in edited volumes, and over 200 presentations at academic conferences. His most recent books include the edited volume (with Julie Bowker) The Handbook of Solitude: Psychological Perspectives on Social Isolation, Social Withdrawal, and Being Alone (Wiley-Blackwell, 2014), and the authored book (with Kathy Rudasill) Quiet at School: An Educator’s Guide to Shy Children (Teachers College Press, 2016). Dr. Coplan also previously served as a Co-Editor of the journal Social Development (2006-2011).

Andreas Demetriou
Professor Emeritus of Psychology of the University of Nicosia, Cyprus
Honorary Professor of Durham University, UK
Lecture Title:

Growing minds: Integration and differentiation of mental processes through the life-span

Curriculum Vitae

Andreas Demetriou is Professor Emeritus of Psychology of the University of Nicosia, Cyprus and an Honorary Professor of Durham University, UK. He was a professor of psychology at Aristotle University of Thessaloniki, Greece, (1975-1996), the University of Cyprus (1996-2008), and President of the University of Nicosia Research Foundation (2011-2016). He served in top academic or administrative positions, such as Vice-Rector and Acting Rector of the University of Cyprus, foundational President of the Cyprus University of Technology, President of the Conference of Rectors of the Universities of Cyprus and also Minister of Education and Culture of Cyprus (2008-2011). He is a fellow of Academia Europaea and the International Academy of Education, an Honorary Doctor of Middlesex University London, and an Honorary Visiting Professor of the Northeastern Normal University, China. He developed a theory of intellectual development integrating the developmental, psychometric, and cognitive traditions and he is currently working along several lines, including basic processes underlying different cognitive domains, the educational implications of the theory, and relations between intellectual and brain development. This work is published in about 200 books and articles. The journals New Ideas in Psychology (1998), Developmental Review (1999), Developmental Science (1999), Educational Psychology Review (2011), Intelligence (2013), and Human Development (2018) devoted special issues in the discussion of his theory of intellectual development.

Patrick Leman
Professor of Psychology and Dean of Education at the Institute of Psychiatry
Psychology & Neuroscience, King's College, London UK
Lecture Title:

Does Developmental Psychology Have a Future?

Curriculum Vitae

Patrick Leman researches children's social development. This work includes studies of social relationships and children's group understanding in educational contexts. His primary focus is on the intersection between children's emerging social identities and the development of cognitive processes. For instance, he has charted the ways in which gender and race influence children's communication and learning at different ages, and how knowledge about social groups influences moral reasoning and children's judgments about exclusion and inclusion.
A related, applied strand of work seeks to develop interventions to address educational and social problems including using creative writing to improve adolescent literacy and psychological outcomes, and the educational progress and well-being of refugee children and adolescents.
Patrick is Professor of Psychology and Dean of Education at the Institute of Psychiatry, Psychology & Neuroscience, King's College London. He is a Fellow of the British Psychological Society and former editor of the British Journal of Developmental Psychology (2013-2018). Recently he has co-edited a volume of the forthcoming Wiley-Blackwell Encyclopedia of Child and Adolescent Development, and also co-edited the 2017 Special Issue of Child Development on 'Positive Youth Development'. Together with Andrew Bremner, he is author of the international text Developmental Psychology (McGraw Hill).

Ingrid Schoon
Professor of Human Development and Social Policy at University College, London, UK
Institute of Education and Research Director of the Department of Social Science
Lecture Title:

The wider benefits of education participation: Experiences of students on a vocational versus academic track

Curriculum Vitae

Ingrid Schoon is Professor of Human Development and Social Policy at University College, Institute of Education and Research Director of the Department of Social Science.
She is currently President of the Society for Longitudinal and Lifecourse Studies. Her research is guided by a social ecological-developmental approach, mapping human development over time and in context using longitudinal data, such as the British Cohort Data. She has published widely, including a monograph on 'Risk and Resilience' (2006), co-edited books on 'Transitions from School to Work: Globalisation, Individualisation, and Patterns of Diversity (2009) with Rainer K. Silbereisen, ' Gender differences in aspirations and attainment: A longitudinal perspective' (2014) with Jacquelynne Eccles, and ' Young People’s Development and the Great Recession: Uncertain Transitions and Precarious Futures' (2017) with John Bynner - all published by Cambridge University Press and ‘Pathways to Adulthoodhood’ with Rainer K. Silbereisen (UCL IoE Press).

Dagmar Strohmeier
Professor at the University of Applied Sciences Upper Austria, Linz.
Lecture Title:

Evidence-Based Bullying Prevention in Low- and Middle Income Countries

Curriculum Vitae

Dr. Dagmar Strohmeier is Professor at the University of Applied Sciences Upper Austria, Linz. She received a PhD (2006) the venia legendi in Psychology (2014) from the University of Vienna. She studies peer relations in children and youth with a cross-cultural and cross-national perspective and a special focus on immigrant youth. She has developed, implemented and evaluated a program to foster social and intercultural competences in schools (ViSC program). This program has been implemented in Austria, Cyprus, Romania, Turkey and Kosovo. She was the principle investigator of the EU funded project “Europe 2038” and examined young people’s engagement with the European Union in seven countries ( She has published numerous international papers and presented her work at national and international conferences. Her research was awarded by the University of Applied Sciences in 2011 (Researcher of the Year) and the Bank Austria Main Award for the Support of Innovative Research in 2009. Her teaching was awarded by the the Köck Stiftung in 2010.

Markus Werkle-Bergner
Senior Research Scientist at the Max Planck Institute for Human Development, Berlin, Germany

Attila Keresztes
Research Scientist Research Centre for Natural Sciences Hungarian Academy of Sciences Budapest, Hungary
Assistant Professor Department of Cognitive Psychology Faculty of Education and Psychology Eotvos Lorand University Budapest, Hungary
Lecture Title:

Interactive dynamics of neural and cognitive development across childhood

Curriculum Vitae

Markus Werkle-Bergner is a Senior Research Scientist at the Max Planck Institute for Human Development in Berlin, where he is heading the project area “Cognitive an Neural Dynamics of Memory across the Lifespan (CONMEM)”. In addition, he holds a temporary professorship for Biological Psychology at the University of the Armed Forces in Munich.

The major objective of his research is to understand how the dynamic interplay of maturation, personal experiences, and senescence drives and affects plastic changes in cognitive functioning on neural and behavioral levels. He is particularly interested in how lifespan changes in neuroanatomy and neurochemistry during maturation and senescence affect mechanisms of rhythmic neural activity that support attention, learning, and (working) memory. Furthermore, in the context of an Early Career Fellowship, awarded by the Jacobs Foundation, he studies the co-development of sleep physiology and improved cognition during childhood, as well as its decline during aging. The ultimate goal of his research is the extraction of personalized descriptions of developmental timing and intellectual potential within a given individual. Markus Werkle-Bergner studied psychology, philosophy, and economics at Saarland University in Saarbrücken, where he graduated with a Diploma in psychology in 2004. After moving to Berlin, he received his doctoral degree in psychology from the Humboldt-Universität zu Berlin in 2009. In 2017, he was awarded a Jacobs Foundation Early Career Research Fellowship.

Attila Keresztes has recently completed his postdoctoral training at the Centre for Lifespan Psychology (led by Prof. Ulman Lindenberger) of the Max Planck Institute for Human Development in Berlin, Germany. There he worked in the “Cognitive and Neural Dynamics of Memory Across the Lifespan” group led by Dr. Markus Werkle-Bergner, Dr. Yee Lee Shing, and Dr. Myriam Sander. Attila started his own lab at the Research Centre for Natural Sciences of the Hungarian Academy of Sciences, in Budapest, Hungary in December 2018.

He is primarily interested in how humans remember. In his work, he has been using high-resolution structural and functional magnetic resonance imaging techniques to understand the code for memory in brain; the neural processes that support our everyday ability to remember; and how changes in the code and processes produce changes in memory across the lifespan.

19th European

Conference on
Developmental Psychology

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