Noble, Kimberly G. (kgn2106)

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Teachers College, Columbia University
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Noble, Kimberly
Associate Professor of Neuroscience and Education
Biobehavioral Sciences
212-678-3486

Office:
1052 Thndk

Scholarly Interests

The goal of Dr. Noble's research is to better characterize socioeconomic disparities in children's cognitive and brain development. Ongoing studies in her lab address the timing of neurocognitive disparities in infancy and early childhood, as well as the particular exposures and experiences that account for these disparities, including access to material resources, richness of language exposure, parenting style and exposure to stress. Finally, she is interested in applying this work to the design of interventions that aim to target gaps in school readiness, including early literacy, math, and self-regulation skills. She is honored to be part of a national team of social scientists and neuroscientists planning the first clinical trial of poverty reduction, which aims to estimate the causal impact of income supplementation on children's cognitive, emotional and brain development in the first three years of life.

Educational Background

  • BA, University of Pennsylvania, Biological Basis of Behavior
  • Ph.D., University of Pennsylvania, Neuroscience
  • M.D., University of Pennsylvania, Medicine
  • Resident, Pediatrics, New York Presbyterian Hospital / Columbia University Medical Center

Selected Publications

Noble, K.G., Houston, Bartsch, H., Kan, E., Kuperman, J.M., Akshoomoff, N., Amaral, D.G., Bloss, C.S., Libiger, O., Schork, N.J., Murray, S.S., Casey, B.J., Chang, L., Ernst, T.M., Frazier, J.A., Gruen, J.R., Kennedy, D.N., Van Zijl, P., Mostofsky, S., Kaufmann, W.E., Keating, B.G., Kenet, T., Dale, A.M.,  Jernigan, T.L., & Sowell, E.R. for the Pediatric Imaging, Neurocognition, and Genetics Study. (2015) Family Income, Parental Education and Brain Development in Children and Adolescents. Nature Neuroscience. 18 (5): 773-778. 

Noble, K.G., Engelhardt, L.E., Brito, N.H., Mack, L., Nail, E., Barr, R.F., Fifer, W.P., Elliott, A. (2015) Socioeconomic Disparities in Neurocognitive Development in the First Two Years of Life. Developmental Psychobiology. DOI: 10.1002/dev.21303 

Brito, N.H. and Noble, K.G. (2014). Socioeconomic Status and Structural Brain Development. Frontiers in Neuroscience. 8:276. 

Noble, K.G. ,Fifer, W.P., Nomura, Y., Rauh, V.A., Andrews, H. (2012). Academic achievement varies with gestational age among children born at term. Pediatrics. 130 (2): 1-8.

Noble, K.G., Houston, S., Kan, E., Bookheimer S.Y., Sowell, E.R. (2012) Neural Correlates of Socioeconomic Status in the Developing Human Brain.  Developmental Science. 15(4): 516-527. 

Noble, K.G., Grieve, S.M., Korgaonkar, M.S., and Brickman, A.M. (2012) Hippocampal volume varies with educational attainment across the life-span. Frontiers in Human Neuroscience.6: 1-10. 

Noble, K.G., McCandliss, B.D., Farah, M.J. Socioeconomic gradients predict individual differences in neurocognitive abilities.  Developmental Science. (2007) 10(4): 464-480. 

Noble, K.G., Wolmetz, M.E., Ochs, L.G., Farah, M.J., McCandliss, B.D. Brain-behavior relationships in reading acquisition are modulated by socioeconomic status factors. Developmental Science. (2006) 9(6): 642-654.  

Noble, K.G., Norman, M. F., Farah, M.J.  Neurocognitive correlates of socioeconomic status in kindergarten children.  Developmental Science. (2005)  8: 74-87.

Kimberly Noble, MD, PhD, Associate Professor of Neuroscience and Education, is a developmental cognitive neuroscientist and pediatrician who studies socioeconomic disparities in children's cognitive and brain development. She received her undergraduate, graduate, and medical degrees from the University of Pennsylvania and trained at the Sackler Institute for Developmental Psychobiology at Weill Cornell Medical College. She completed her pediatrics residency at Columbia University Medical Center/Morgan Stanley Children's Hospital of New York Presbyterian. Broadly, her research focuses on better understanding how and when socioeconomic disparities in child development emerge. This includes work to identify the proximal environmental and neurobiological factors that underlie socioeconomic disparities in language, memory and self-regulation. She is particularly interested in applying this work toward the development of interventions. Along with a team of social scientists and neuroscientists from around the country, Dr. Noble is planning the first randomized clinical trial of poverty reduction, to assess the causal impact of poverty reduction on cognitive, emotional and brain development in early childhood.

  • American Academy of Pediatrics
  • Association for Psychological Science
  • Cognitive Neuroscience Society
  • International Society for Developmental Psychobiology
  • Society for Research in Child Development
  • Human Capital and Economic Opportunity Working Group

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