International Convention of Psychological Science 2019
March 7-9, 2019 - Life Course Centre researchers will host a symposium in Paris, FRANCE
Date / Time
1:00 am 07/03/2019 -
11:00 pm 09/03/2019
The Palais des Congrès de Paris, 2 Place de la Porte Maillot, Paris
The International Convention of Psychological Science (ICPS) is the culmination of efforts by the Association for Psychological Science (APS) and an international network of organizations and individual scientists to stimulate scientific advances that are integrative; that is, in which investigators attack scientific problems by drawing broadly on research conducted at multiple levels of analysis and in multiple branches of psychological science, the cognitive sciences, the neurosciences, and other related disciplines. The initiative has been designed, in essence, to surmount artificial disciplinary boundaries that can impede scientific progress and to highlight areas of investigation in which those boundaries have already been overcome.
These efforts respond to developments in our rapidly changing field. Increasingly, challenges in psychological science can only be met by boundary-spanning investigations that address a phenomenon with diverse methods and at multiple levels of analysis. Such efforts require collaboration across academic disciplines and geographic boundaries. Seizing these opportunities requires a global effort and the involvement of the full range of disciplines, from those that study societies and cultures to those that investigate genetics and neural mechanisms.
Life Course Centre Symposium will be presented by Professor Rebekah Coley, Kirsten Hancock and Dr Nam Tran on 8th March at 10:00-11:20am.
Title of the symposium: “Inequities in Children’s Educational Success: Individual, Family, School and Community Drivers”
Rising levels of economic and educational inequities have raised concerns regarding equal access to and benefits from quality educational opportunities. This symposium uses data from Australia and the U.S. to address how child, family, and community characteristics drive inequities in the development of key academic skills among children.