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Adele Diamond
Adele Diamond
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Adele Dorothy Diamond OC FRSC is a professor of neuroscience at the University of British Columbia, where she holds a Tier 1 Canada Research Chair in Developmental Cognitive Neuroscience.[1]

Key Information

Her research focuses on the development of executive functions and the biological and environmental factors that influence them, particularly in children.[2]

Diamond's work spans developmental psychology, neuroscience, and education, with research examining the role of the prefrontal cortex in cognitive control, attention, and working memory.[3]

Her contribution to developmental cognitive research is cited in major psychology handbooks as foundational to models explaining the emergence of executive functions in early childhood.[4]

Her research has also been widely cited in studies of neurodevelopmental conditions, including phenylketonuria and attention-deficit hyperactivity disorder, as well as in research on early childhood education and interventions aimed at supporting executive function development.[5][6]

She was appointed an Officer of the Order of Canada for contributions to developmental cognitive neuroscience and research on executive functions.[7]


Early life and education

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Diamond grew up in Brooklyn and Queens and attended public schools (PS 165, Parsons Junior High, and John Bowne High School).[8] She graduated from John Bowne High School as Valedictorian.[8]

She attended Swarthmore College on a four-year Swarthmore National Scholarship and graduated in 1975, majoring in Sociology-Anthropology and Psychology.[8][9] She graduated Phi Beta Kappa with the highest honor in the course program of study.[8] In 1972, while still at Swarthmore, she attended the London School of Economics.

Diamond did her PhD graduate work at Harvard University (graduating in 1983), with a four-year NSF Graduate Fellowship and a three-year Danforth Graduate Fellowship.[9]

Although officially a PhD candidate in Psychology, she spent her first four years of graduate school working primarily in anthropology and sociology.[9] At the time the department was formally the Department of Psychology and Social Relations, which attempted to maintain interdisciplinary relationships between psychologists, sociologists, and anthropologists.[10][11] At that time, Harvard had an NIMH-funded Pre-doctoral Training Program in Cross-Cultural Psychological Research and the program awarded Diamond three years of funding for her dissertation: one year to prepare to go into the field, one year to go anywhere in the world to do the research (she chose the South Pacific), and one year to write up the results.[9] Her thesis topic was "Is the need to be master of your fate intrinsically human or a product of Western culture?"[9] However, she didn't think she was coming up with a good way to study it and that the famous people advising her were not either.[9] They seemed not to be concerned,[9] saying, "Don't worry. You do great work." Not wanting to go and do poor science, Diamond abandoned the topic and returned the money for Years 2 and 3.[9]

Having given up her initial thesis topic, she returned to a question that Jerome Kagan had posed in Diamond's first year in graduate school: "If infants all over the world show the same cognitive changes at roughly the same time, those changes cannot be due entirely to learning or experience, because their experiences are too diverse; there must be a maturational component; what might that maturational component be?"[9] To answer that question, Diamond turned to neuroscience.[9]

Diamond hypothesized that maturational changes in the brain's prefrontal cortex made possible the impressive cognitive advances seen between 6 and 12 months of age.[9] At that time no one was studying the prefrontal cortex or any topic in cognitive neuroscience in the Harvard Psychology Department.[9] Diamond learned from books on her own and was granted permission to add Nelson Butters from the Boston VA (who had published widely on the anatomy and functions of prefrontal cortex) to her thesis committee.[9]

To get hard evidence on the brain to support her hypothesis, Diamond went to Yale University School of Medicine to work with Patricia Goldman-Rakic.[8] That work was supported by Sloan and NIMH Postdoctoral Fellowship Awards.[8]

Research

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Diamond organized a conference, "The Development and Neural Basis of Higher Cognitive Functions," that brought together developmental psychologists, neuroscientists, and cognitive scientists who were using the same behavioral paradigms but were unaware of that fact. The conference and resulting book served to jumpstart many research collaborations and the nascent field of developmental cognitive neuroscience.[12]

Diamond's team discovered a long-lasting visual deficit if children with phenylketonuria are not started on a low-phenylalanine diet within days of birth (the norm had been to start them within two weeks of birth).[13]

Her 2005 paper on the fundamental neurobiological and clinical differences between the inattentive-type ADHD and those ADHD types in which hyperactivity is present was titled "ADD (ADHD without hyperactivity), a neurobiologically and behaviorally distinct disorder from ADHD (with hyperactivity)".[6] Individuals with this inattentive subtype of ADHD are prone to being easily bored, having slower reaction times, poor working memory, and are generally under-aroused.[6]

Much of Diamond's work has started with the premise that even though a child may appear incapable of doing or understanding something, if the question is posed differently or the concept taught in new ways, the child can succeed. Diamond illustrated this approach first with infants' understanding of the concept of contiguity,[14][15] then with their ability to grasp abstract concepts,[16][17][18] and next with children's ability to succeed on a Stroop-like task requiring memory and inhibition.[19][20][21] Her work focuses on how executive functions can allow individuals to control impulses, resist temptations, maintain focus, adapt to changing demands, and problem solve.[1] Diamond's work has been fundamental in creating one of the first effective MRI scans for prefrontal activity in children participating tasks to help understand human development.[22]

In December of 2025, Thai researchers created a new self-evaluation measure based on Diamond's own Behavioral Inventory Measure of Executive Functions.[23] These evaluations relied on a series of tests that assessed factors like inhibitory control, working memory, cognitive flexibility, and several other various subcomponents. [23]Through these tests a panel of experts were able to measure executive functions and how they develop, differ among age and sex, and its psychometric properties. [23]

In January 2026, Annual Review of Psychology listed the 2013 review article "Executive functions" among its "Highly Downloaded Articles," based on download data from the previous 12 months.[24]

Diamond has also overseen over 24 million dollars in research funding.[25]

Selected awards and honors

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In 2025, she was appointed an Officer of the Order of Canada.[26] (The Order of Canada is Canada's highest honor.)

That citation read: "Adele Diamond is a groundbreaking researcher and co-founder of the field of developmental cognitive neuroscience. Through collaborations integrating diverse disciplines and her talent for knowledge translation, she has transformed our understanding of early cognitive development and the brain's prefrontal cortex. She has also shaped social policies, and improved medical and educational practices worldwide."

Also in 2025, Diamond received a Doctor of Humane Letters degree from the Erikson Institute's Graduate School in Child Development in Chicago.[25]

The citation accompanying this award described her as a "ground-breaking researcher who changed the way we think about cognitive development in very young children" and noted that she co-founded the field of developmental cognitive neuroscience.

This was the fourth honorary degree awarded to Diamond. The other three are:

Her other honors include:

  • Election as a Fellow of the Royal Society of Canada in 2009.[30]
  • In the same year, receipt of a YWCA Woman of Distinction Award, recognized nationally as an important award for women.[31]
  • Recipient of the Inaugural Distinguished Achievement Award for Service to the University and Community from the Faculty of Medicine, University of British Columbia.
  • Recipient of the Urie Bronfenbrenner Award for Lifetime Contributions to Developmental Psychology in the Service of Science and Society from the American Psychological Association in 2014.[32]
  • In the same year, recognition as one of the 15 most influential neuroscientists alive today, and the only woman ranked within the top 23.[33]
  • Recipient of the Translation Award, the highest honor of the International Mind, Brain and Education Society, in 2016.[34]
  • Recipient of the Huttenlocher Award, the highest honor of Flux (the International Society for Developmental Cognitive Neuroscience), in 2022.[35]
  • Holder of a Tier 1 Canada Research Chair for more than ten years.[36]

In 2019, Diamond's impact ranked in top 0.01% of scientists.[37]

In 2024, Cambridge University awarded her with honorary Doctor of Science, a degree granted to scholars whose work has made exceptional impact on both a national and international level.[38]

Teacher and speaker

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Diamond's courses have received numerous positive reviews throughout her career.[39][40] She has almost 600 invited addresses, including hundreds of keynote addresses and over 30 named lectures.[41] She has spoken in North America and abroad (including in Argentina, Australia, Austria, Belgium, Brazil, Bulgaria, Chile, Czechoslovakia, Denmark, Ecuador, France, Germany, India, Indonesia [Bali & Java], Ireland, Israel, Italy, Mexico, the Netherlands, New Zealand, Peru, Poland, Portugal, Russia, South Africa, Spain, Sweden, Switzerland, Thailand, and the UK [England, Scotland, and Wales]).[41]

Selected publications

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Diamond has authored or co-authored about a hundred papers on her research work. Below are selected publications:

  • Diamond, A. (2025). Insights from a career at the border of developmental science and cognitive neuroscience. Annual Review of Developmental Psychology, 7, 1–40.[42]
  • Diamond, A. (2011). Biological and social influences on cognitive control processes dependent on prefrontal cortex. Progress in Brain Research, 189, 319–339.[43]
  • Diamond, A. (1991). Neuropsychological insights into the meaning of object concept development. In S. Carey & R. Gelman (Eds.), The Epigenesis of Mind: Essays on Biology and Knowledge (pp. 67–110). Lawrence Erlbaum Associates.[44]
  • Diamond, A. (2001). A model system for studying the role of dopamine in prefrontal cortex during early development in humans. In C. A. Nelson & M. Luciana (Eds.), Handbook of Developmental Cognitive Neuroscience (pp. 433–472). MIT Press.[45]
  • Zareyan, S., Zhang, H., Wang, J., Song, W., Hampson, E., Abbott, D., & Diamond, A. (2021). First demonstration of double dissociation between COMT-Met158 and COMT-Val158 cognitive performance when stressed and when calmer. Cerebral Cortex, 31, 1411–1426.[46]
  • Diamond, A. (2013). Executive functions. Annual Review of Psychology, 64, 135–168.[47]
  • Diamond, A. (2005). ADD (ADHD without hyperactivity), a neurobiologically and behaviorally distinct disorder from ADHD (with hyperactivity). Development and Psychopathology, 17(3), 807–825.[48]
  • Diamond, A., Lee, C., Senften, P., Lam, A., & Abbott, D. (2019). Randomized controlled trial of Tools of the Mind. PLOS ONE, 14(9), e0222447.[49]
  • Diamond, A., Barnett, W. S., Thomas, J., & Munro, S. (2007). Preschool program improves cognitive control. Science, 318(5855), 1387–1388.[50]
  • Molyneux, T. M., & Diamond, A. (2025). Integrating social and emotional learning into mathematics education. Behavioral Sciences, 15, 1426.[51]
  • Diamond, A. (2000). Close interrelation of motor development and cognitive development and of the cerebellum and prefrontal cortex. Child Development, 71, 44–56.[52]
  • Diamond, A., & Ling, D. S. (2019). Aerobic-exercise and resistance-training interventions have been among the least effective ways to improve executive functions. Developmental Cognitive Neuroscience, 37, 100572.[53]
  • Diamond, A., & Lee, K. (2011). Interventions shown to aid executive function development in children 4–12 years old. Science, 333(6045), 959–964.[54]
  • Simpson, A., Riggs, K. J., Beck, S. R., Gorniak, S. L., Wu, Y., Abbott, D., & Diamond, A. (2012). Refining the understanding of inhibitory processes. Developmental Science, 15, 62–73.[55]
  • Ling, D. S., Wong, C. D., & Diamond, A. (2016). Do children need reminders on the Day–Night task, or simply some way to prevent them from responding too quickly? Cognitive Development, 37, 67–72.[56]
  • Davidson, M. C., Amso, D., Anderson, L. C., & Diamond, A. (2006). Development of cognitive control and executive functions from 4–13 years. Neuropsychologia, 44(11), 2037–2078.[57]
  • Diamond, A., Prevor, M. B., Callender, G., & Druin, D. P. (1997). Prefrontal cortex cognitive deficits in children treated early and continuously for PKU. Monographs of the Society for Research in Child Development, 62(4), 1–207.[58]

[42] [47] [43] [48] [52] [45] [44] [50] [54] [49] [53] [57] [55] [56] [46] [58] [51]

References

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