A symposium is a focused session where individual speakers present their research on a common issue. Symposia should have the dual goals of providing diversity of perspective and integrating those perspectives into a meaningful whole.

 

A symposium includes a chair, up to four presenters, and a discussant (optional). Symposia are scheduled in 80-minute time slots and should allow for discussion among presenters and the audience.

 

We encourage participants to prepare and propose symposia in their field of expertise:

 

To Submit a Symposium — Enter the following information:

 

Symposium Title Submitter Email

Abstract describing the symposium (50 word maximum) according to the abstract guidelines and the chairperson 

  as the presenter and  corresponding addresses

Supporting summary (500 word maximum, plain-text format) 

Presenter Information:

Chair: name, affiliation, e-mail address & presentation title (required) for the first abstract as per the guidelines. Presenter 1 underlined: name, affiliation, e-mail address & presentation title (required) for the second abstract. Presenter 2: name, affiliation, e-mail address & presentation title (required) for the third abstract.

Presenter 3: name, affiliation, e-mail address & presentation title (required) for the fourth abstract.  

Presenter 4: name, affiliation, e-mail address & presentation title (required) for the fifth abstract.

 

Co-authors who are not speaking at the convention can be added to each abstract, but are listed in the program (up to 4) 

Discussant: name and affiliation can be added to the first abstract of each individual’s presentation.

 

Potential List of Symposia Topics (These are examples, but the symposium proposal topic that you submit for review is your choice)

 

• Human Factors in Movement and Cognition Science of Feldenkrais.

• Brain, Movement and Cognition in the Classroom Motor Synergies in Cognition, Movement, and Empathy.
• Science of Dance
• Fetal Movement and Cognition
• Movement and Cognition in the Management of Neurodegenerative Diseases Neuromodulation
• Movement and Aging
• Primitive Reflexes in Child Development: Motor-learning post-stroke
• Ergonomics of Cognitive-Motor Interaction 
• Science of Yoga
• The Science of Osteopathic Medicine
• Neuroscience in School
• Movement, Cognition, and the Built Environment
• Lifelong Learning
• Cognition in a world of Biomechanics.
• Physical Education as a tool for cognitive improvement
• Thinking, walking, talking – integrative brain function.
• Motivation for agency.
• The neuropsychology of cognitive-motor interaction: evaluation and rehabilitation.
• Effects of movement on neuroplasticity
• Entrainment in movement
• Rehabilitation applications
• Neurology applications
• Effects of movement on human development
• Bodywork
• The Motor System and Movement in Speech and Language

 

 

Some topics in detail:

Movement and Cognition in the Built Environment: (Neuroarchitecture).

The ability to observe how we respond to different spaces, investigate which spaces improve our well-being, examine whether spaces may encourage rehabilitation,  can help us plan more useful and adapted environments to improve the quality of our lives.

 

Brain Food; Glucose and Nutrition in Movement, Learning, and Cognition:

It has become increasingly clear that the food we consume plays a vital role in the development, maintenance, and resilience of the brain and function throughout life. Nutrition influences brain function at multiple levels, from molecular and cellular mechanisms to the complex neural networks that underlie human intelligence and mental health.

 

Move and talk – The bidirectional connection.

When a youngster is physically active, the vestibular system, which is linked to balance and bodily movement, is stimulated. His or her vestibular system is activated when running, leaping, climbing, somersaulting, dancing, or freezing. The vestibular system significantly influences the development of speech and language. A youngster is more likely to experience a speech delay if they struggle to process vestibular signals. Speech development depends on motor planning, which is aided by the vestibular system in children’s brains. Every time a youngster produces a word, they must coordinate the motions of numerous tiny muscles involved in speech! What happens if a toddler or an adult who has had a stroke is unable to process information about how muscles move? This could show up as an articulation problem, speech disability, or apraxia of speech. When we hear words, we must first ascertain who is saying them and where they are coming from before concentrating on processing them. The research that can help us focus on speech and language development while involving kids in movement activities needs to be found and reported. Speech and language development and pathology are important functions to understand in the context of movement and cognition.