The Adolescent Brain Cognitive Development (ABCD): Opportunities for Scientific Discovery

2 CE Credits

Presented By:
Gayathri J. Dowling, PhD (she/her/hers)
Director, Adolescent Brain Cognitive Development Project
National Institute on Drug Abuse

There is much we have yet to learn about the myriad factors that influence brain development and other outcomes. The Adolescent Brain Cognitive Development (ABCD) Study, having enrolled nearly 12,000 diverse youth from across the country starting at ages 9-10 and assessing them repeatedly for a decade, was designed to answer these questions. Youth participants undergo magnetic resonance imaging to assess brain structure and function, provide biospecimens for pubertal hormone, substance use, environmental exposures, and genetic analyses, and take part in neurocognitive assessments. Both youth and their caregivers provide information about physical and mental health, culture and environment, and other factors that influence their lives. The ABCD Study® dataset also incorporates residential history-derived data (e.g., environmental pollution, built environment, local policies, neighborhood characteristics) to enable researchers to begin to disentangle individual and socioenvironmental contributors to various health outcomes. Data from the ABCD study is released to the scientific community annually through the National Institute of Mental Health Data Archive, allowing scientists worldwide to conduct analyses, pool resources, and enrich the value of this study, with the ultimate goal of providing actionable information to help educators, health professionals, and policymakers improve the lives of all children, today and for generations to come.

Learning Objectives:

After the session, participants will be able to:

1. Describe the comprehensive nature of this longitudinal study, including the many different types of data being collected.
2. Discuss emerging findings from the ABCD study and describe its potential value for understanding risk and resilience factors that influence adolescent development.
3. Explain the open science model and how it can facilitate the use of science to inform policy and practice.

Dr. Dowling is the Director of the Adolescent Brain and Cognitive Development (ABCD) Project at the National Institute on Drug Abuse, part of the National Institutes of Health (NIH). The ABCD Study®, the largest long-term study of brain development and child health in the United States, has enrolled nearly 12,000 youth ages 9-10 and is following them through their teens into early adulthood to explore how diverse experiences during adolescence shape brain, cognitive, social, emotional, and academic development. Previously, Dr. Dowling served as the Deputy Director of the Office of Science Policy, Engagement, Education, and Communications at the National Heart, Lung, and Blood Institute and the Chief of Science Policy at NIDA. In these positions, she provided scientifically-based information to patients and their family members, health professionals, researchers, policy makers, and other stakeholders to inform policy and promote the prevention and treatment of a wide variety of diseases. Dr. Dowling earned a Ph.D. in Neurobiology from the University of California at Davis, where she studied the developing nervous system, and subsequently conducted research at the Parkinson’s Institute prior to joining NIH where she initially worked at the National Institute of Mental Health and the National Institute of Neurological Disorders and Stroke.

Alzheimer’s Association Consortium on Chronic Neuropsychiatric Sequelae of SARS-CoV-2

1 CE Credit

Presented By:
Gabriel A. de Erausquin, MD, PhD, MSc
Distinguished University Professor of Neurology Professor of Psychiatry and Radiological Science
University of Texas Health San Antonio
University of Texas Health San Antonio
San Antonio, Texas, United States

SARS-CoV-2, the virus that causes the novel coronavirus disease COVID-19, has caused millions of deaths since its emergence in 2019. In survivors, persistent cognitive deficits are common, including short- and/or long-term neuropsychiatric symptoms, loss of smell and taste, and cognitive and attention deficits that, in older adults, may lead to the new emergence or acceleration of Alzheimer’s disease pathology and symptoms. Researchers are working to understand the mechanisms by which this brain dysfunction occurs, and what that means for cognitive health long term. This consortium is made of representatives from nearly 40 countries — with technical guidance from the World Health Organization (WHO) — collaborating to collect and evaluate the long-term consequences of COVID-19 on the central nervous system, as well as the differences across countries. Findings from this consortium will be discussed together with remaining questions and future directions for COVID-19 research.

Learning Objectives:

After the session, participants will be able to:

1. Identify the cognitive impairment profiles of older adults after SARS-CoV-2 infection.
2. Describe the relationship of cognitive impairment after SARS-CoV-2 infection and brain imaging changes.
3. Discuss the genetic and modifiable risk factors for cognitive impairment following SARS-CoV-2 infection.

Dr. de Erausquin is a physician scientist, double boarded in neurology and psychiatry with fellowship training in deep brain stimulation. His research expertise focuses on prediction and prevention of severe brain disorders, using global health strategies for community engagement, early detection and early intervention in combination with advanced personalized/precision medicine and bioinformatics, and cell-based models with a focus on brain development and repair. Dr. de Erausquin has extensive clinical expertise on the use of neuromodulation therapies for the treatment of brain disorders. He currently serves as Distinguished University Professor of Neurology, Psychiatry and Radiological Sciences at the University of Texas Health San Antonio. He is the principal investigator of the Alzheimer’s Association Consortium on Chronic Neuropsychiatric Sequelae of SARS-CoV-2, and a member of the World Health’s Organization Workgroup on NeuroCOVID. 

Alzheimer’s Disease 2023: New Developments in Assessment, Biomarkers, Disease Modifying Therapy, and Pathophysiological Understanding

1.5 CE Credits

Presented By:
Andrew J. Saykin, PsyD, ABPP-CN (he/him/his)
Director, Indiana Alzheimer’s Disease Research Center & IU Center for Neuroimaging
Indiana University School of Medicine
Indiana University School of Medicine
Indianapolis, Indiana, United States

The diagnosis, treatment and understanding of Alzheimer’s disease (AD) and related dementias (ADRD) has undergone a radical transformation in recent years. 2023 brought several major developments including the FDA approval of Lecanemab, the first disease modifying therapy for AD that met its clinical endpoints in slowing progression. Additional approvals appear likely. At the same time there have been advances in screening and assessment, including digital tests and biomarkers, mobile assessments, and retinal measures, among other approaches. Progress has been rapid in the development of neuroimaging, CSF, and blood-based biomarkers for amyloid beta (A), phosphorylated tau (T), and neurodegeneration (N). The NIA-AA 2018 “A/T/N” framework for a biological definition of AD is now in the process of revision to incorporate co-pathologies including vascular (V), synuclein (S), and inflammatory (I) markers. Other biomarkers can be expected to follow. This session will review the latest developments including strengths, limitations, and research opportunities related to assessment and treatment approaches for AD/ADRD. New tools, concepts and forward-looking approaches pave the road for a precision medicine of brain health - and neuropsychology as a discipline must be prepared to contribute effectively to these advances.

Learning Objectives:

After the session, participants will be able to:

1. Explain current and emergent approaches to neuropsychological assessment for Alzheimer’s disease and related dementias (ADRD).
2. Describe the current understanding of AD/ADRD risk factors and pathology and how this could inform precision medicine.
3. Summarize the current FDA-approved disease modifying therapeutic options for AD.
4. Define the current generation of fluid and neuroimaging biomarkers for ADRD.

Andrew J. Saykin, PsyD, ABPP-CN, is the Raymond C. Beeler Professor of Radiology and Professor of Medical and Molecular Genetics at Indiana University School of Medicine. He trained in clinical neuropsychology at Hahnemann Medical College in Philadelphia followed by post-doctoral experience at University of Pennsylvania. In 2006, after serving on the faculty at Penn, and then Dartmouth Medical School where he established the Neuropsychology Program and Brain Imaging Laboratory, he joined IU as director of the Center for Neuroimaging. In 2013, he became director of the NIA-designated Indiana Alzheimer’s Disease Research Center. Dr. Saykin’s research has been funded by the NIA, NINDS, NCI, NIBIB, and NSF, as well as major foundations. Nationally, he leads the Genetics Core of the Alzheimer’s Disease Neuroimaging Initiative (ADNI) and participates in multiple NIH-sponsored research consortia. He co-chairs the ADRC Clinical Task Force Cognitive Subcommittee charged with updating the neuropsychological battery employed across centers.

Dr. Saykin’s research program focuses on precision medicine for early detection of Alzheimer’s disease and related dementias and for identification of disease mechanisms and potential therapeutic targets. He co-leads parallel research on cognitive effects of systemic therapies for breast cancer and participates in the NCAA/DOD CARE Concussion Consortium. A collaborative group of faculty investigators and trainees led by Dr. Saykin uses integrative analysis strategies to study the relationship among clinical phenotypes, genetic susceptibility, and molecular signatures in complex disease. Computational tools from artificial intelligence (deep learning, machine learning) and network sciences (brain connectomics, systems biology and social network analysis) are employed.

Dr. Saykin participates in multiple pre- and post-doctoral training programs where he is committed to fostering the next generation of translational researchers. He is an author or co-author of over 550 publications and is the founding Editor-in-Chief of Brain Imaging and Behavior, a Springer-Nature journal.

Forensic Neuropsychological Assessment of Elite Athletes: Ethical and Methodological Challenges

1 CE Credit

Presented By:
William B. Barr, PhD
Professor of Neurology
NYU Grossman School of Medicine
NYU Grossman School of Medicine
Rockville Centre, New York, United States

Controversies surrounding sport-related concussion (SRC) and the potential long-term brain effects of exposure to contact sports are now reaching the legal arena. Neuropsychologists are called in many of these cases to perform neuropsychological evaluations on former athletes from various sports at all levels of competition to assess potential brain effects from sports participation. The goal of this presentation is to review the ethical and methodological challenges in performing these evaluations and assisting the court in adjudicating claims of brain injury resulting from sports competition. The presentation will include an introduction to basic issues including whether or not a condition such as Chronic Traumatic Encephalopathy (CTE) and/or Traumatic Encephalopathy Syndrome (TES) can be diagnosed in a living player. Can we document neurocognitive disorder associated with sports participation in a reliable manner with a single cross-sectional assessment? Are we able to detect neurocognitive effects in an equivalent manner in athletes coming from a diverse range of cultural and economic backgrounds? The aim is to discuss these and other questions in the context of known limitations in scientific methodology and pressures placed by public perceptions and existing media coverage of these high profile cases.

Learning Objectives:

After the session, participants will be able to:

1. List the limitations of diagnosing Chronic Traumatic Encephalopathy (CTE) and/or Traumatic Encephalopathy Syndrome (TES) in living individuals.
2. Describe the ethical concerns of performing neuropsychological evaluations when methods and interpretive guidelines are dictated by other parties.
3. Assess the limitations of diagnosing a presumed progressive neurocognitive disorder based on a single cross-sectional assessment.
4. Discuss the limitations of making a diagnosis of a neurocognitive disorder in an equivalent manner in athletes coming from a diverse range of cultural and social backgrounds.

Dr. Barr is a Professor of Neurology at the NYU Grossman School of Medicine with more than 30 years of experience in clinical practice, training, and research in the field of neuropsychology. He is recently retired from his clinical position in the Department of Neurology at the NYU-Langone Medical Center where he served for many years as the Director of the Neuropsychology Division. He has served on committees and boards for various neuropsychological and psychological organizations, including a term as President of the Society for Clinical Neuropsychology (SCN). His research activities have focused on studies of epilepsy and sport-related concussion. He has served as a consultant to a number of professional and collegiate sports teams and is now in private practice focusing on forensic assessment including cases involving former athletes. 

Shifting Paradigms and Centering Diversity in Brain Health Research

1.5 CE Credits

Presented By:
Lisa L. Barnes, PhD
Cognitive Neuropsychologist
Rush Alzheimer’s Disease Center and Department of Neurological Sciences | Rush University Medical Center
Rush University Medical Center
Chicago, Illinois, United States

This course will highlight several conceptual and methodological issues related to our understanding of brain health for older African Americans. The conceptual issues will be framed in terms of the well-documented racial differences in cognitive test performance between older African Americans and non-Latino White Americans and how they relate to risk of Alzheimer’s disease. The course will describe a program of research that has attempted to de-construct racial differences by understanding within-race heterogeneity for cognitive aging and the race-relevant risk factors that impact cognition in African Americans. Efforts at building a longitudinal cohort study that has been ongoing for close to two decades will be described, as well as the strategic layering of ancillary studies of neuroimaging and neuropathology to fill gaps in our knowledge base. By the end of the course, participants will be able to evaluate risk factors across the life course that influence cognition in older African Americans and assess how some social exposures may contribute to cognitive decline and risk of disease.

Learning Objectives:

After the session, participants will be able to:

1. Assess the evidence for racial differences in cognition.
2. Discuss the importance of inclusion for the future of brain health.
3. Describe longitudinal studies of cognitive aging in older African Americans.
4. List risk factors for cognitive aging among older African Americans.

Lisa L. Barnes, PhD is the Alla V. and Solomon Jesmer Professor of Gerontology and Geriatric Medicine and a cognitive neuropsychologist within the Rush Alzheimer’s Disease Center at Rush University Medical Center. She is also the Associate Director of the Rush Alzheimer’s Disease Research Center. She received her PhD from the University of Michigan in biopsychology and completed a post-doctoral fellowship in cognitive neuroscience at the University of California, Davis. She joined the faculty of Rush as an assistant professor in 1999. Dr. Barnes has received many NIH grants and has published over 300 manuscripts. Her research interests include disparities in chronic diseases of aging, cognitive decline, and risk factors for Alzheimer’s disease. She is the Principal Investigator of two longitudinal community-based studies of older African Americans, including the Minority Aging Research Study (MARS), which has been funded by NIA since 2004. She advocates for recruitment of under-represented groups into clinical studies and has received many awards and fellowships.

Effects of Exercise on Cognition and Other Variables in Multiple Sclerosis

1.5 CE Credits

Presented By:
Robert Motl, PhD
Professor
University of Illinois Chicago
University of Illinois Chicago

This presentation will review the evidence regarding the effects of exercise training on cognition, mobility, and quality of life in persons with multiple sclerosis (MS). The presentation will further discuss prescriptive guidelines for exercise as well as safety of exercise in MS.



Learning Objectives:

After the session, participants will be able to:

1. Describe cognitive and mobility dysfunction in MS.
2. Explain the effect of exercise training on cognition and mobility in MS.
3. List prescriptive guidelines for promoting exercise in MS.
4. Assess the safety profile of exercise in MS.

Prof. Robert Motl has systematically developed a research agenda that focuses on physical activity and its measurement, predictors, consequences, and interventions in persons with neurological diseases, particularly multiple sclerosis (MS). Prof. Motl has generated abody of research on the validity of common physical activity measures in persons with MS. This has resulted in foundational research on quantifying differences in physical activity, particularly rates of moderate-to-vigorous physical activity, in persons with MS. These two lines of research have provided the basis for examining the outcomes of physical activity in MS, particularly beneficial adaptations in brain structure, cognition, depression, fatigue, walking disability, and quality of life. Prof. Motl has undertaken research on social-cognitive predictors of physical activity that has informed the design of behavioral interventions for increasing physical activity in MS. This agenda serves as a test-bed for application and expansion into other conditions such as spinal cord injury and Parkinson’s disease.

Introduction to Frontotemporal Dementia

1.5 CE Credits 

Presented By:
Katya Rascovsky, PhD
Assistant Professor
University of Pennsylvania Perelman School of Medicine
University of Pennsylvania Perelman School of Medicine

Frontotemporal dementia (FTD) refers to a spectrum of clinical syndromes associated with progressive degeneration of the frontal and anterior temporal lobes. FTD is heterogenous in its clinical presentation, with impairments spanning behavioral, language, and motor domains. This course will introduce the most common FTD syndromes: behavioral variant frontotemporal dementia (bvFTD) and the non-fluent and semantic variants of Primary Progressive Aphasia (PPA). We will review the clinical, genetic, pathological, and imaging characteristics of FTD syndromes and how these differ from other neurodegenerative disorders. Discussion will focus on the behavioral and neuropsychological characteristics of bvFTD and PPA, with an emphasis on differential diagnosis. Behavioral and cognitive symptoms will be illustrated with video and audio case examples. Notes on management and care of FTD patients and their families will be provided.

Learning Objectives:

After the session, participants will be able to:

1. List the most common FTD clinical syndromes.
2. Describe the imaging, behavioral, and neuropsychological characteristics of behavioral variant FTD (bvFTD).
3. Describe the language, neuropsychological, and imaging features that define the Primary Progressive Aphasia (PPA) syndromes.
4. Identify behavioral and cognitive measures that can aid in the differential diagnosis of bvFTD and PPA.
5. Discuss strategies and resources for management and care of FTD patients and their families.

Dr. Rascovsky is neuropsychologist with extensive clinical and research experience in neurodegenerative disease. For the past 20 years, her research has focused on the cognitive and behavioral characteristics of Frontotemporal Degeneration (FTD) and Alzheimer’s Disease (AD). She led an international effort to develop new consensus criteria for the behavioral variant of FTD (bvFTD) and was first author in the multi-site study that determined the sensitivity of these new consensus guidelines. Her research also includes studies of survival, clinical progression, and brain behavior correlations in patients with FTD, AD, and Primary Progressive Aphasia (PPA). 

Lifespan Neuropsychology: Application for Congenital Disorders

2 CE Credits

Presented By:
Melissa Sutcliffe, PhD, ABPP (she/her/hers)
Clinical Director of Pediatric Neuropsychology
UPMC Children’s Hospital of Pittsburgh
Pittsburgh, Pennsylvania, United States

Lifespan neuropsychology means much more than seeing individuals at different ages. It is the ability to understand changes in brain development due to disease, injury, or disorder, how these changes impact function across the lifespan, and the development of skills that tailor neuropsychological services to meet the needs of the individual as their developing brain moves to aging. Particular emphasis will be placed on transition from pediatric to adult healthcare and the need for new skill sets to facilitate this transition for individuals with congenital disorders, including congenital heart defects, pediatric brain tumors and subsequent treatment effects, and neural tube defects. Case examples will be presented to facilitate discussion.

Learning Objectives:

After the session, participants will be able to:

1. Describe what lifespan neuropsychology means in practice.
2. Explain the role of brain development in lifespan neuropsychology.
3. Apply new knowledge in caring for patients with congenital CNS disorders throughout the lifespan.
4. Discuss the neuropsychological nuances of congenital disorders in adult patients.

Melissa Sutcliffe, Ph.D., ABPP, is the Clinical Director of Pediatric Neuropsychology at UPMC Children’s Hospital of Pittsburgh and an assistant professor in the Department of Physical Medicine and Rehabilitation at the University of Pittsburgh School of Medicine. She is board certified in clinical neuropsychology and a board-certified subspecialist in pediatric neuropsychology. Dr. Sutcliffe obtained her PhD in Clinical and Health Psychology at the University of Florida. She completed her clinical internship at the Warren Alpert School of Medicine at Brown University and a pediatric neuropsychology fellowship at Cincinnati Children’s Hospital Medical Center. Dr. Sutcliffe provides both inpatient and outpatient neuropsychology services to children, adolescents, and young adults with a wide variety of medical conditions affecting the neuroaxis. She has a particular interest in acquired brain injury, staffing CHP’s transdisciplinary Acquired Brain Injury Clinic in addition to inpatient and outpatient evaluation responsibilities. She also helped develop and staffs the multidisciplinary epilepsy surgery clinic. Dr. Sutcliffe is involved with several research projects including studies looking at cognitive outcomes in adolescents and young adults with an RNS device for intractable epilepsy as well as cognitive outcomes in PKU across the lifespan. In all these roles she supervises neuropsychology trainees of all levels, helps teach neuroanatomy to neuropsychology fellows, and is involved in the teaching of medical trainees in the hospital and system at large.

Positive Emotions in the Regulation of Stress: A Neuroaffective Model with Applications for Resilience

1 CE Credit

Presented By:
Christian E. Waugh, PhD (he/him/his)
Professor
Wake Forest University
Wake Forest University
Winston Salem, North Carolina, United States

Experiencing and cultivating positive emotions in the midst of stress is a powerful stress regulation strategy. In this course, I will introduce a neuroaffective model of how people use positive emotions to regulate their stress. In this model, the ventromedial prefrontal cortex (vmPFC) and ventral striatum (VS) generate positive appraisals of the environment and of the self. During stress, these regions generate the initial positive appraisals of some stressor elements, and when people initially appraise a stressor element as negative, these regions coordinate with the cognitive reappraisal system to change the meaning of that negative element to be more positive. This vmPFC/VS positive appraisal mechanism is also a critical ingredient in other stress regulation processes, including positive feelings, motivated safety-seeking behavior, physiological soothing, and social support. This model contributes to the stress/emotion regulation and neuroscience literatures by outlining multiple psychological mechanisms through which positive appraisal, via the vmPFC/VS, helps promote resilient responses to stress.

Learning Objectives:

After the session, participants will be able to:

1. Identify the primary brain regions associated with positive emotions.
2. Describe the difference between positive appraisals and reappraisals.
3. Apply this neuroaffective model to understanding resilience in others.

Dr. Christian Waugh is currently a Professor of Psychology at Wake Forest University. He received his PhD in Social Psychology and Cognitive Neuroscience from the University of Michigan and did a postdoctoral fellowship at Stanford University. Dr. Waugh investigates the contextual utility of positive emotions during stress and the temporal dynamics of emotions. He has expertise in survey, experimental, peripheral psychophysiological, and neuroimaging methods. He has published several articles in prominent journals in psychology and neuroscience and has received several grants. He has also received faculty fellowship awards for being an outstanding teacher-scholar. He has given invited presentations all over the world and his work has been featured in both print and on television. 

Technology, Cognition and Driving: What Have We Learned and Where Are We Going?

1 CE Credit

Presented By:
Maria T. Schultheis, PhD (she/her/hers)
Professor
Drexel University

Advances in technologies continue to offer new opportunities for understanding brain functioning and brain-behavior interactions. Importantly, technologies offer new opportunities for understanding “cognition in action,” or examining the cognitive demands of everyday activities such as driving. The clinical application of these technologies continues to require the understanding of both the benefits and limitations of integrating these novel methodologies. This workshop will provide an overview of the application of virtual reality technology to inform our knowledge of the cognitive demands of driving capacity following neurological compromise. A discussion of the clinical application of the existing research findings will be presented. Finally, we will briefly highlight some emerging technologies (i.e., portable brain imaging technologies, brain-computer interface devices) that can further contribute to increasing our understanding of brain-behavior functioning and offer opportunities for growing knowledge in new areas.

Learning Objectives:

After the session, participants will be able to:

1. Describe the benefits and limitations of integrating technology into clinical care.
2. Explain how virtual reality technology can help assist with functional assessment following neurological compromise.
3. Compare emerging technologies with respect to their contributions to facilitating understanding of brain-behavior functioning.

Technology Strategies that Support Cognition to Improve Health and Everyday Function

2 CE Credits

Presented By:
Maureen Schmitter-Edgecombe, PhD
Regents Professor & H.L Eastlick Distinguished Professor
Washington State University
Washington State University
Pullman, Washington, United States







Tania Giovannetti, PhD
Professor
Temple University








Neuropsychology has a long and rich history that includes the development of interventions to improve or compensate for cognitive impairments in a variety of clinical populations. Although theoretically informed and empirically supported, cognitive interventions are difficult to disseminate in part because they are costly and time intensive. Recently, neuropsychologists have adopted commercially available personal technologies to increase access to cognitive interventions and reduce associated costs. In this presentation, the authors will discuss and share findings from clinical studies that use personal technologies, including smartphones, smartwatches, tablets, and laptops to scale and deliver cognitive interventions that support cognitive abilities and improve everyday function. Strengths of technology-based interventions will be discussed as well as limitations and challenges. The authors will conclude the presentation with suggestions for adoption and dissemination of technology strategies in clinical practice.

Learning Objectives:

After the session, participants will be able to:

1. Describe challenges associated with the dissemination of cognitive interventions.
2. List examples of technology strategies using personal devices that have been developed to improve cognition.
3. Compare functional outcomes of cognitive interventions/strategies delivered with vs. without technology.
4. Identify gaps that must be addressed before technology interventions may be widely adopted and disseminated.

Maureen Schmitter-Edgecombe is a Regents Professor and H. L. Eastlick Distinguished Professor in the Department of Psychology at Washington State University. Dr. Schmitter-Edgecombe’s laboratory has pioneered novel, ecologically valid methods to assess activities of daily living in real-world environments as well as innovative preventative interventions and compensatory technologies that can support brain health and maintenance of functional independence. The goal of her collaborative work with computer scientists is to extend the functional independence and quality of life of older individuals with neurodegenerative disorders by developing interventions and smart technologies that can promote proactive health care and real-time intervention. Dr. Schmitter-Edgecombe’s work has been continuously funded by more than $20 million in grants including grants from multiple NIH institutes, NSF, the Alzheimer’s Association, and the US Department of Defense. Dr. Schmitter-Edgecombe and her colleagues have also opened the door to new avenues of health and science research and education in the field of Gerontechnology by training a new breed of students in complementary disciplines, including computer science, engineering, psychology and health care. She has authored or co-authored more than 200 publications; many of which have examined the use of technology to enhance data collection methods and to support brain health and everyday functioning.

Tania Giovannetti, Ph.D., ABPP-CN, is a Professor of Psychology and Neuroscience at Temple University. Dr. Giovannetti earned her Ph.D. in Clinical Psychology/Neuropsychology from Drexel University and completed her predoctoral internship in Clinical Neuropsychology at Long Island Jewish Medical Center in New York. She trained as an NIH Postdoctoral Fellow in Neurologic Rehabilitation through the University of Pennsylvania and Moss Rehabilitation Research Institute. She is a licensed clinical psychologist with board-certification in clinical neuropsychology and the principal investigator of the Cognitive Neuropsychology Laboratory at Temple University. Her research focuses on understanding everyday cognition in a range of populations and has been supported by the Alzheimer's Association, Michael J. Fox Foundation for Parkinson's Research, National Science Foundation, Pennsylvania Department of Health and Human Services, and the National Institute on Aging.