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SUMMARY:Executive Functions and Prefrontal Cortex: Genetic and Neurochemic
 al Influences\, Gender Differences\, and Novel Methods to Help Children Be
 come Masters of their Own Behavior - Professor Adele Diamond\, Canada Rese
 arch Chair in Developmental Cognitive Neuroscience\, Department of Psychia
 try\, University of British Columbia (UBC)\, Canada
DTSTART:20120420T153000Z
DTEND:20120420T170000Z
UID:TALK37233@talks.cam.ac.uk
CONTACT:Louise White
DESCRIPTION:Executive Functions and Prefrontal Cortex:\nGenetic and Neuroc
 hemical Influences\, Gender Differences\, and\nNovel Methods to Help Child
 ren Become Masters of their Own Behavior\nAdele Diamond\nCanada Research C
 hair Professor of Developmental Cognitive Neuroscience\, \nDepartment of P
 sychiatry\, University of British Columbia\, Vancouver\, BC\, Canada\nadel
 e.diamond@ubc.ca\n\nUnusual properties of the dopamine neurons that projec
 t to prefrontal cortex (PFC) cause PFC to be vulnerable to environmental a
 nd genetic variations that have little effect elsewhere.\nFor example\, be
 cause PFC has a paucity of dopamine transporter protein\, it is more depen
 dent on secondary mechanisms for clearing released dopamine\, such as the 
 COMT enzyme.  Hence variations in the COMT gene selectively impact PFC.  I
 t has long been known that some of the brightest people also have the most
  fragile personalities and are highly reactive to stress. The COMT gene pr
 ovides a possible mechanism for why the two might go together. Children wi
 th one COMT genotype are probably more resilient in the face of stress\; c
 hildren with another COMT genotype\, who are vulnerable in adverse\, stres
 sful circumstances\, probably have extraordinary potential if only the rig
 ht fit of circumstances can be found.\nSince estrogen down-regulates COMT 
 transcription\, there are gender (and menstrual phase) differences in effe
 cts of variations in the COMT gene -- and\, apparently\, gender (and menst
 rual phase) differences in the effect of stress on executive functions (EF
 s).\n	Nowhere is the importance of social\, emotional\, and physical healt
 h for cognitive health more evident than with PFC and control functions th
 at depend on it (the executive functions [EFs]).  PFC and EFs are the firs
 t to suffer\, and suffer disproportionately\, if anyone is lonely\, sad\, 
 stressed\, sleep-deprived\, or not physically fit.  For our children to be
  able to think clearly and creatively and to exercise optimal self-control
  and discipline (optimal EFs)\, we need to nurture the whole child: Our ch
 ildren need to feel joyful and that they are in a supportive community the
 y can count on and their bodies need to be strong and healthy. While it ma
 y seem logical that if you want to improve academic outcomes you should co
 ncentrate on academic outcomes alone\, not everything that seems logical i
 s correct. \n \n
LOCATION:Ground Floor Lecture Theatre\, Department of Experimental Psychol
 ogy
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