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Keynote Presentation

fumiko hoeft.jpg

Prof. Fumiko HOEFT 




Resilience in Individuals with Learning Disabilities

Fumiko HOEFT

University of Connecticut, USA

In this talk, I will present evidence of the neural and cognitive mechanisms of dyslexia, with a particular focus on cognitive and socio-emotional processes that are either impaired or heightened in individuals with learning disabilities (LDs) including dyslexia. I will also introduce the concept of resilience that unifies not only socio-emotional factors but also cognitive factors that promote success in individuals with LDs despite their challenges. More specifically, I will start the talk by introducing the cognitive and socio-emotional struggles that individuals with LDs and dyslexia often face including anxiety and depression. I will then talk about attentional biases to threatening stimuli and heightened emotional reactivity. I will also talk about our findings on stigma and stereotype threat, the science behind resilience, and strategies including mentoring that we can incorporate to promote resilience. This approach affords a framework for understanding success in children and taking a whole child approach to LD.

Keynote Presentation
10:00-11:00 hrs
fumiko hoeft.jpg

Prof. Fumiko HOEFT 

Campus Director

University of Connecticut (UConn) Waterbury


Brain Imaging Research Center (BIRC), UConn


Department of Psychological Sciences, 




Professor Emeritus of Psychology

Freie University of Berlin, Germany

Professor of Psychology

SWPS University of Social Sciences and Humanities in Wroclaw, Poland

Self-Efficacy: A Resilience Factor


Freie Universität Berlin, Germany, &

SWPS University of Social Sciences and Humanities, Poland

Perceived self-efficacy is a powerful operative construct that refers to one’s capability to master challenging tasks in the future. Its eminent role in behavior change and resilience is addressed with a focus on conceptual issues including assessment, construct validity, and modification. The construct of self-efficacy has become an essential part of behavior change theories. In particular, the Health Action Process Approach has made a distinction between three stages of change in which the self-efficacy construct operates differently: pre-action task self-efficacy, coping self-efficacy, and recovery self-efficacy. This process-based distinction has implications for the assessment of self-efficacy. Measurement examples will be provided that were applied in various intervention settings targeting physical activity, dietary changes, and alcohol consumption. Convergent and discriminant validity has been examined using multiphase-multibehavior structural equation models. Moreover, examples of digital intervention programs will be given.

Keynote Presentation
14:30-15:30 hrs
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