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Dr. David Delany

Title:

Lecturer

School/ Department:

School of Humanities - Arts

Telephone:

+353 0 51845539

Room Name/ Num:

16D T- Block/ FTG Rooms

Campus:

Main Campus

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My Biography

Dr. David Delany holds a PhD in computational neuroscience (Trinity College Dublin) and has a research focus on the design, coding, and testing of novel clinical brain training interventions for psychiatric disorders and cognitive enhancement. He also researches the interrelations between executive functioning, cognitive reserve, and working memory in ageing.

Current research projects include the Amazon Brain Lab in Dublin City University, which he co-founded (and equipped by Amazon.com), where research is currently focused on testing brain training interventions for children with dyslexia and ADHD, and the pharma industry-oriented Placebo Response Predictor project that successfully developed and tested a novel cognitive test he designed for reducing clinical trial failure rates. This project was funded by the National Digital Research Centre and involves researchers in Trinity College Dublin, Dublin City University, and Neurosynergy Games Ltd.

Dr Delany has also developed a novel cognitive science-based knowledge engineering learning paradigm designed to accelerate learning and innovation. He runs accelerated expertise workshops based on this approach for knowledge workers from a range of institutions including Trinity College Dublin, Cornell University, New York and Intel Corporation. He gives public talks on accelerated expertise and innovation (e.g. http://goo.gl/T1URHX).

Research

Papers


Connolly, J., McNulty, J. P., Boran, L., Roche, R. A., Delany, D. I., & Bokde, A. (2016). Identification of resting state networks involved in executive function. Brain Connectivity. http://doi.org/10.1089/brain.2015.0399
Connolly, J., Boran, L., McNulty, J., Roche, R., Delany, D., & Bokde, A. L. W. (2013). Effects of brain training using working memory in older healthy subjects. Brain And Cognition, (In Preparation).

Connolly, J., McNulty, J., Roche, R., Boran, L., Delany, D., & Bokde, A. (2011). Education modulates white matter structural integrity in older healthy subjects: A Diffusion Tensor Imaging study. Alzheimer’s & Dementia, 7(4), S418–S419.
Delany, D., & Boran, L. (2012). Executive function as a candidate cognitive endophenotype. ADHD in Practice, 4(3), 20–23. 

Book Chapters

Boran, L., & Delany, D. (2011). Enhancing self-control: insights from neuroscience. In P. Maharg & C. Maughan (Eds.), Affect and Legal Education: Emotion in Learning and Teaching the Law (1st ed., pp. 67–84). Surrey, United Kingdom: Ashgate Publishing.

 

Conference Papers

Boran, L., Delany, D., & Dockree, P. M. (2013a). Brain Training and Integrated Executive Function. Presented at the 10th Annual Psychology, Health and Medicine Conference, Dublin City University. Dublin, Ireland.
Boran, L., Delany, D., & Dockree, P. M. (2013b). Psychological Predictors of Placebo Analgesia. Presented at the 10th Annual Psychology, Health and Medicine Conference, Dublin City University. Dublin, Ireland.
Boran, L., Delany, D., O’Brolchain, F., & O’Connell-Kent, J. (2014). Neuroscience of self-regulation: Ethical and legal implications for  criminal culpability, prediction and rehabilitation of criminal behavior. Presented at the International Neuroethics Society Annual Meeting, Washington, D.C.
Boran, L., McCarthy, S., Stewart, S., & Delany, D. (2012). Cognitive reserve in healthy individuals. Presented at the Irish Gerontological Society 60th Annual Scientific Meeting, Cork, Ireland.
Boran, L., O’Brolchain, F., & Delany, D. (2013). Brain Training and Cognitive Enhancement: Early Claims and Current Understanding – Time to consider what we are training and why? (In review). Presented at the International Neuroethics Society Annual Meeting, San Diego, CA.
Delany, D. (2008). Advanced concept mapping: developing adaptive expertise. In Proceedings of the Third International Conference on Concept Mapping (Vol. 3, pp. 32–35). Tallinn, Estonia & Helsinki, Finland: OU Vali Press.
Delany, D. (2009). Lifting the lid: time for a revolution in pedagogic thinking? Presented at the NAIRTL 3rd Annual Conference, Trinity College Dublin.
Delany, D. (2011). Knowledge engineering: building adaptive expertise. Presented at the 5th Annual Excellence in Teaching Conference, King’s College, London, UK. Retrieved from http://myneurotrainer.org/delany_abstract.htm
Delany, D. (2012a). Analytic constructivism: A novel cognitive science-based pedagogic paradigm for enhancing the speed, depth and quality of learning, problem solving, and innovation. In Inspiring Creativity, Innovation and Change in Higher Education. Dublin, Ireland. Retrieved from http://myneurotrainer.org/delany_abstract_lin.htm
Delany, D. (2012b). The Emperor’s New Concept: Vague, postmodern, and unfalsifiable - is threshold concept theory a step too far? In Innovations in Threshold Concepts. Trinity College, Dublin, Ireland.
Delany, D., & Boran, L. (2008). Advanced learning and adaptive problem solving techniques: practical lessons from cognitive science. In Innovations in Teaching and Learning. Athlone, Ireland.
Delany, D., & Boran, L. (2010). Integrated executive function training in Autism Spectrum Disorder. In Common Themes: Strategies for Managing Co-occurring Conditions. Dublin.
Delany, D., Boran, L., & Dockery, P. (2012). Placebo Response Predictor: Maximise Power, Minimise Cost. In Innovation Showcase. Boca Raton, Florida.
Delany, D., & Yeager, J. (2014). The EMOTE-PTSD (Endophenotype MOdificaTion and Evaluation in Post Traumatic Stress Disorder) study. In IV ICSoR 2014: Rape, Survivors, Policies and Support Systems, a European Challenge (pp. 94–95). Lisbon, Portugal. Retrieved from http://icsor2014.exordo.com/data/message_attachments/721/IV_ICSoR_2014_e-Book.pdf

Teaching

Dr Delany has lectured and tutored in a variety of third level academic institutions, including Trinity College Dublin, University College Dublin, Dublin City University, and Waterford Institute of Technology. His areas of teaching expertise include statistics, research methodology, cognitive neuropsychology, and accelerated learning (including structured problem solving and innovation).