Intermountain Neuroimaging Consortium

The INC’s mission is to provide exceptional imaging services to researchers using MRI methods across the Rocky Mountain region and beyond. In partnership with our sister site at the Mind Research Network, we strive to create a scientific community that fosters new and existing collaborations, promotes knowledge of cutting-edge research techniques, and evolves to meet the changing needs of our clients.

About Us

The Intermountain Neuroimaging Consortium (INC) is a partnership between the University of Colorado Boulder and the Mind Research Network in Albuquerque, New Mexico. The INC brings together internationally recognized neuroscientists from the Rocky Mountain region who study complex psychological processes such as addiction, pain, emotion, attention, sleep, and learning and memory, as well as physicists and engineers who study and develop innovative MRI methods and analysis techniques. Our clients include more than 100 researchers, staff and students spanning seven institutions across the region. Our unique research environment promotes unprecedented collaboration and knowledge sharing among area scientists, and offers an opportunity for other scientists in the region to enhance their existing research by making use of the INC’s shared expertise and cutting-edge neuroimaging resources.

The centerpiece of the INC is a Siemens Tim Trio 3 Tesla system equipped with 12- and 32-channel head coils for Magnetic Resonance Imaging (MRI). INC researchers use different types of images to explore the brain, including: functional MRI (fMRI) to measure brain activity related to various behaviors; diffusion tensor imaging (DTI) to understand the connectivity and architecture within the brain; and structural imaging to determine the locations and sizes of brain structures. INC researchers investigate brain activity and structure in healthy and clinical populations across all ages, from young children to older adults.

At the INC we believe a highly collaborative research community benefits all of our clients. To that end we provide research support through weekly group meetings, e-mail list servs, a web site, videoconferences with our sister site at the Mind Research Network, and extensive wiki pages that archive shared information such as text for grant applications and experimental protocols. These resources assist our researchers in staying up-to-date on analysis techniques and imaging methods, providing feedback on effective study designs, and integrating new technologies into existing research programs. Although our clients are located across the region, we strive to build a community that transcends geographical boundaries.

Principal Investigators

Colorado State University (Fort Collins, CO)

Anne Cleary, Ph.D.
Brad Conner, Ph.D.
Carol Seger, Ph.D.
Michael Thaut, Ph.D.
Matthew Malcolm, Ph.D.

Mind Research Network (Albuquerque, NM)

Vince Calhoun, Ph.D.

National Institute for Standards and Technology (Boulder, CO)

Michael Boss, Ph.D.
Katy Keenan, Ph.D.
Stephen Russek, Ph.D.
Karl Stupic, Ph.D.

University of Colorado Boulder (Boulder, CO)

Jessica Andrews-Hanna, Ph.D.
Joanna Arch, Ph.D.
Marie Banich, Ph.D.
Angela Bryan, Ph.D.
McKell Carston, Ph.D.
Tim Curran, Ph.D.
Sona Dimidjian, Ph.D.
Roger Enoka, Ph.D.
Naomi Friedman, Ph.D.
June Gruber, Ph.D.
Kent Hutchison, Ph.D.
Tiffany Ito, Ph.D.
Al Kim, Ph.D.
Monique LeBourgeois, Ph.D.
Vijay Mittal, Ph.D.
Yuko Munakata, Ph.D.
Randy O’Reilly, Ph.D.
Douglas Seals, Ph.D.
Tor Wager, Ph.D.
Erik Willcutt, Ph.D.

University of Colorado Denver (Denver, CO)

Kerry Hildreth, M.D.
Ron Tzur, Ph.D.

University of Denver (Denver, CO)

Pilyoung Kim, Ph.D.
Kateri McRae, Ph.D.


Jessica Bernard, Ph.D.
Luke Chang, Ph.D.
Holly Earls, Ph.D.
Detre Godinez, Ph.D.
Jamie Justice, P.D.
Anjali Krishnan, Ph.D.
Kai Krueger, Ph.D.
Salome Kurth, Ph.D
Marina Lopez-Sola, Ph.D
Joseph Orr, Ph.D.

Graduate Students

Amy Anderson
Yoni Ashar
Chelsie Benca
Hannah Bianco
Angela Brant
Kurt Braunlich
Christian Capistrano
Sarah Clark
Alexander Claxton
Ashley Cline
Derek Dean
Ana Draghici
Casey Gardiner
Arielle Gillman
Jeff Gould
Hollis Karoly
Shane Kentopp
Daniel Leopold
Daniel Lumian
Prescott Mackie
Jessica Mollick
James Muller
Andrea Pelletier-Baldelli
Andrew Reineberg
Briana Robustelli
Scott Schafer
Harry Smolker
Shelly Staley
Courtney Stevens
Rachel Thayer
Alejandro de la Vega
Choong-Wan Woong
Pareezad Zarolia

Professional Research Associates

Deborah Atwell
Hannah Beck
Christopher Bird
Sushmitha Bobba
Christina Congleton
Krystin Corby
Audrey Davis
Corinne Gunn
Tina Gupta
Sarah Hagerty
Dustin Haraden
Jennifer Harmon
Jonathan Herrera
Dina Huber
Shelby Imes
Ross Kalsow
Carissa Land
Jon Lassonde
Amy Ledbetter
Kara Lubieniecki
Marilee Morgan
Daniel Ryan
Amithrupa Sabbineni
Rebekah Tribble
Hillary Wehe
Tobey Wellington
Sharoda Worby-Selim


Marie Banich, Ph.D. (Executive Director)
Nicole Speer, Ph.D. (Operations Director)
Kevin McManus, RT(R)(MR) (MRI Technologist)
Teryn Wilkes, RT(R)(MR) (MRI Technologist)
Kathy Pearson (Programmer)
Caroline Phenicie (MRI Technologist)
Keli Salyards (MRI Technologist)
Jamey Smyser (MRI Technologist)
Jeremy Trembly (MRI Technologist)

Upcoming Talks and Events

MRI Users Group meetings for Fall 2015 will be held on every other Thursday from 12:30pm-1:30pm in Muenzinger room D428. Attendees who are not able to attend the meetings in person will be able to join the meetings remotely using Google Hangouts.

8/27/15: New Project: Prefrontal Mechanisms of Selection: Disrupted in Internalizing Psychopathology
Marie Banich (University of Colorado Boulder, Banich Lab)

9/10/15: New MRI User Welcome Lunch
Please join us for lunch to meet the new faculty, post-docs, students and RAs who join the MRI users this fall.

9/24/15: Update on INC policies and procedures
Nicole Speer (INC Director of Operations)

10/8/15: TBA
Christine Brennan (University of Colorado Boulder, Speech Language and Hearing Sciences)

10/22/15: TBD

11/5/15: TBA
Dan Lee (University of Colorado Boulder, Wager Lab)

11/19/15: TBA
Carol Seger (Colorado State University, Seger Lab)

12/3/15: TBA
Guido Frank (University of Colorado Denver Anschutz Medical Campus, Developmental Brain Research Lab)

Colorado Public Radio featured Pilyoung Kim's research on the neuroscience of poverty in a recent series entitled "Growing Up Poor: Childhood Poverty in Colorado

Marie Banich, Executive Director of INC, was featured in Ambrose Digital's new educational video series Neuroscience: Understanding the Brain. Click here to see a preview.

Marie Banich's Interview in International Innovation titled Making Brain Waves.

INC investigators Marie Banich and Monique LeBourgeois received a third grant from the CU Boulder Office of Outreach and Engagement to expand INC's outreach neuroscience program to middle schools during the 2015-2016 academic year.      Read more here.

Orr, J. M. & Banich, M. T. (2014). The neural mechanisms underlying internally and externally guided task selection. NeuroImage, 84, 191-205. 

Smolker, H. R., Depue, B, Reineberg, A. E., Orr, J. M., & Banich, M. T. (2014). Individual differences in regional prefrontal gray matter morphometry and fractional anisotropy are associated with different constructs of executive function. Brain Structure and Function, 1-16.

Banich, M. T., De La Vega, A., Andrews-Hanna, J. R., Mackiewicz-Seghete, K., Du, Y., & Claus, E. D. (2013). Developmental trends and individual differences in brain systems involved in intertemporal choice during adolescence. Psychology of addictive behaviors. 27, 416-430.

Stollstorff, M., Munakata, Y., Jensen, A. P. C., Guild, R. M., Smolker, H. R., Devaney, J. M., & Banich, M. T. (2013). Individual differences in emotion-cognition interactions: emotional valence interacts with serotonin transporter genotype to influence brain systems involved in emotional reactivity and cognitive control. Frontiers in human neuroscience, 7, 327. DOI:10.3389/fnhum.2013.00327

Tanabe, J., Reynolds, J., Krmpotich, T., Claus, E., Thompson, L. L., Du, Y. P., & Banich, M. T. (2013). Reduced neural tracking of prediction error in substance-dependent individuals. American journal of psychiatry, 170(11), 1356­63. DOI:10.1176/appi.ajp.2013.12091257

Depue, B.E., Orr, J.M., Smolker, H.R., Naaz, F., & Banich, M.T. (2015). The organization of right prefrontal networks reveals common mechanisms of inhibitory regulation across cognitive, emotional, and motor processes. Cerebral Cortex, 1-13. DOI: 10.1093/cercor/bhu324

Orr, J., Smolker, H.R., & Banich, M. (under review). Organization of the human frontal pole revealed by large-scale DTI-based connectivity: Implications for control of behavior. PLoS ONE. DOI: 10.1371/journal.pone.0124797

Depue, B., Olson-Madden, J., Smolker, H., Rajamani, M., Brenner, L., & Banich, M. (2014). Reduced amygdala volume is associated with deficits in inhibitory control: A voxel-and surface-based morphometric analysis of comorbid PTSD/mild TBI. BioMed Research International2014. 

Stollstorff, M., Munakata, Y., Jensen, A., Guild, R., Smolker, H., Devaney, J.M., & Banich, M. (2013). Individual differences in emotion-cognition interactions: Emotional valence interacts with serotonin transporter genotype to influence brain systems involved in emotional reactivity and cognitive control. Frontiers in Psychology.

Zhuang, X., Sreenivasan, K., Curran, T. Cordes, D. (2015). Analysis on Hippocampal Subregion Activation in Spatial Memory. Abstract accepted for Organization for Human Brain Mapping, Honolulu, Hawaii

Braunlich K, Gomez-Lavin J, Seger CA (2015) Frontoparietal networks involved in categorization and item working memory. Neuroimage 107:146-162. DOI: 10.1016/j.neuroimage.2014.11.051

Mittal, V.A., Gupta, T., Orr, J.M. Pelletier, A.L., Dean, D.J., Lunsford-Avery, J. Smith, A., Robustelli, B.R., Leopold, D.R., Millman, Z. (2013). Physical activity level and medial temporal health in youth at ultra high-risk for psychosis. Journal of Abnormal Psychology, 122(4), 1101-1110.

Lunsford-Avery, J.R., Orr, J.M., Gupta, T., Pelletier, A.L., Dean, D.J Bernard, J., Smith, A., Bernard, J., Millman, Z., Mittal, V.A. (2013). Sleep Dysfunction and Thalamic Abnormalities in Adolescents at Ultra High-Risk for Psychosis. Schizophrenia Research 151(1-3):148-53. DOI: 10.1016/j.schres.2013.09.015

Mittal, V, Orr, J. Turner, J. Pelletier, A., Dean, D.,Lunsford-Avery, J. Gupta, T. (2013). Striatal abnormalities and Spontaneous Dyskinetic Movements in Non-Clinical Psychosis. Schizophrenia Research, 151 (1-3) 141-147. DOI:10.1016/j.schres.2013.10.003

Dean, D.J., Bernard, J.A., Orr, J., Pelletier, A.L., Gupta, T., Carol, E., Mittal, V.A. (2014). Cerebellar morphology and procedural learning impairment in youth at ultra high-risk of psychosis, Clinical Psychological Science, 2(2)152-164.

Mittal, V.A., Dean, D.J., Bernard, J.A., Orr, JM., Pelletier, A., Carol, E., Gupta, T., Turner J., Leopold, D., Robustelli, B., Millman, Z.  (2014) Neurological Signs predict cerebellar-thalamic tract development and negative symptoms in adolescents at high risk for psychosis: a longitudinal perspective. Schizophrenia Bulletin, 40(6) 1204-1215 DOI:10.1093/schbul/sbt199

Bernard, J. Dean, D., Kent, J., Pelletier, A.L., Gupta, T Mittal, V.A. (2014). Cerebellar  Networks in Individuals at Ultra High-Risk of Psychosis: Impact on Postural Sway and Symptom Severity.  Human Brain Mapping. 35(8), 4064-4078. DOI; 10.1002/hbm.22458

Orr, J, Turner, J., Mittal, V (2014). Widespread brain disconnectivity associated with  psychotic-like experiences in the general population. Neuroimage:Clinical (4) 343-351 doi:10.1016/j.nicl.2014.01.006

Pelletier, A.L., Dean, D.J., Lunsford-Avery, Smith, A.K., Orr., J., Gupta, T., Millman, Z., Mittal, V.A. (2014). Orbitofrontal cortex volume and intrinsic religiosity in non-clinical psychosis. Psychiatry Research, Neuroimage 22(3), 124-130. doi:10.1016/j.pscychresns.2014.03.010

Bernard, J.A., Leopold, D., Calhoun, V., Mittal, V.A. (in press) Regional Cerebellar Volume and Cognitive Function From Adolescence to Late Middle Age. HumanBrain Mapping, doi: 10.1002/hbm.22690

Dean, D.J. & Mittal, V.A., Spontaneous Parkinsonisms and striatal impairment in neuroleptic free youth at ultra high risk for psychosis (in press), NPJ Schizophrenia doi:10.1038/npjschz.2014.6

Bernard, J.A. Orr, J., & Mittal, V.A., (in press) Hippocampal-thalamic tract development in the psychosis prodrome: A multi-time point probabilistic tractography approach. NPJ Schizophrenia

Chang, L.J., Gianaros, P.J., Manuck, S.B., Krishnan, K., & Wager, T.D. (In Press).  A sensitive and specific neural signature for picture-induced negative affect.  PLoS Biology.

Woo, C.W., Koban, L., Kross, E., Lindquist, M.A., Banich, M.T., Ruzic, L., Andrews-Hanna, J.R., Wager, T.D. (2014). Separate Neural Representations for Physical Pain and Social Rejection. Nature Communications, 5, 5380 .doi:10.1038/ncomms6380

Roy, M., Shohamy, D., Daw, N., Jepma, M., Wimmer, G. E., & Wager, T. D. (2014). Representation of aversive prediction errors in the human periaqueductal gray. Nature neuroscience, 17(11), 1607-1612.. PMCID: PMC4213247


Would you like to participate in a MRI study?

We are always recruiting paid volunteers to participate in MRI studies. The best way to find out when study participation opportunities become available is to sign up for the Participant Contact List. This e-mail listserv will alert you via e-mail when participation opportunities are available.

Please ensure you meet the following basic criteria before signing up for the Participant Contact List. Anyone who does not meet these basic criteria may not be safe in our MRI environment.

Basic Criteria for MRI Study Participation

  • You do not have any unremovable metallic objects or metallic fragments in or on your body
  • You weigh less than 250 lbs
  • You are not claustrophobic

You may sign up for the Participant Contact List by clicking here

You can find a partial list of current study participation opportunities in the space below. Please check back often as new study opportunities arise every few weeks. 

Thank you for your interest in our research!

Current MRI Study Participation Opportunities

New Mothers and Infants


The Infant Development, Emotion, and Attachment (IDEA) project is recruiting first-time
mothers that are currently pregnant OR have a baby between 0-5 months old. Moms could
receive up to $300 for participating. The first part is a lab visit at around 25 weeks of pregnancy
to the University of Denver. Moms who already had babies can start from the second part! In the
second part, researchers from the University of Denver visit mom and baby at their home when
the baby is between 0-5 months old. The third part of the study is a neuroimaging visit to the
University of Colorado Boulder where we will take images of mom’s brain. Child care and
transportation are available. Contact the Family and Child Neuroscience, University of Denver, at
303-871-3096 or email us at


The Study of Infant Neurodevelopment of Emotion (SHINE) Project is recruiting 10-12 month old
infants of first-time mothers. Families could receive up to $160 and a picture of their baby’s
brain for participating. For the first part of this study, researchers from the University of Denver
visit mom and baby in their home where we have mom and baby both complete assessments.
The second part of this study is a visit to the University of Colorado Boulder for taking images of
your baby’s brain. Childcare and transportation are available. Contact the Family and Child
Neuroscience, University of Denver, at 303-871-3096 or email us at


The Cognitive Development Center at CU Boulder is looking for children—ages 3 to 12 years
old—who are interested in playing fun games that teach us about their learning!
Our goal in the Cognitive Development Center is to understand thinking and how it changes with
development. We work with children to explore the development of memory, language, problemsolving,
and flexibility. Learning how these abilities develop can help us understand not only how
children think, but also how we come to think as adults.
We always have fun ongoing projects in our center, and we appreciate the help of parents like
you who bring your children in to participate. We pay $5 for your travel, and parking is free right
next to the building. If you or your friends would like to participate in our projects, you can sign
up in one of the following ways: visit our website at
signup, email us at, or call our Center Coordinator at
(Note this study does not currently involve MRI scans.)

ADAPT is a place for young people worried about recent changes in their thoughts, perceptions
and feelings. Eligible participants are ages 12 to 21 and have experienced one or more of the
following symptoms:
• Unusual thoughts
• Suspiciousness or paranoia
• A sense of having special powers or unrealistic plans for the future
• Unusual experiences with seeing or hearing things that are not there.
For more information please call 303.492.4616 or visit our website: http:// If you are younger than 18, please have your parent/guardian call. All
assessments are provided at no cost. An initial screening will compensate participants $25.00 for
a 2-hour interview, and $10.00 for a 30-minute interview with a family member/significant other
(over 18). Then, if ADAPT is found to be a good fit for you, you will be invited to participate in a
compensated 2-year longitudinal study. Professional recommendations and referrals for treatment
will be provided

Are you someone with schizophrenia or an affective disorder with psychotic features (e.g.
depression, bipolar disorder) that has children or siblings? A University of Colorado Boulder
study is providing compensation for participation in a research project for relatives between the
ages of 12-21. Assessments are provided at no cost. An initial screening will compensate
participants $25.00 for a 2-hour interview. Then, if ADAPT is found to be a good fit for your
relative, they will be invited to participate in a compensated 2-year longitudinal study. If any
clinical issues are detected, professional recommendations and treatment referrals will be
provided. For more information, please have your relative call or visit our website: http:// (youth < 18 must have a parent call).

Adults (18+)

Participants needed for research in experiments using fMRI to study sensation seeking, other
personality traits, and engagement in health risk behaviors. Participants will be paid $50 for 1.5
hours of participation. Requirements for the study: participants cannot be pregnant or have any
implanted medical devices. If you are interested please send an email with the subject “MRI
Study” to

Committed Couples needed for study - $12 to $24 an hour (CU Boulder)
Are you currently married or have you been in a relationship for at least 2 years?
Then the marital research lab at the University of Colorado needs your help!
We are studying how couple’s positive and negative interactions impact their relationship
and well-being….and we want your help!
Committed couples are being recruited right now to take part in exciting new research
through the Well-being and Relationship Functioning Lab and the Cognitive and Affective
Neuroscience Lab in the CU Psychology Department.
Each partner will be paid $12 an hour to have a video taped discussion with your partner,
complete a computer task, and questionnaires about your relationship and your health.
Some couples will be asked to complete a task where one partner experiences heat pain
while the other partner provides support and vice versa. Some couples will also be asked
to participate in an fMRI portion of the study. Each partner will be paid $24 an hour to
experience heat pain, watch video clips, and complete tasks in the MRI scanner.
The time commitment is approximately 2 hours per visit for 2-4 visits and all responses
will be completely confidential. To participate, both you and your partner must qualify and
be willing to complete all visits to the lab.
Please click the following link: or

Interested in brain functioning and health? You can earn $100 for your participation in a CU
research study investigating brain functioning and healthy adulthood. You may be eligible to
participate if you are:
• 25-35 years old
• Have no non-removable metal in your body
• NOT physically active (exercise less than 60 minutes a week)
• Living in the Boulder-Denver area
• Not currently pregnant
This study involves:
• 1 physical screening with a CU Boulder physician
• 1 blood draw
• 1 maximal exercise test to assess your fitness level
• 1 DNA sample collection (from saliva)
• 1 fMRI scanning + neuropsychological testing session
• 1 brief and confidential questionnaire
If you are interested, please contact the CU CHANGE research lab at: 303-492-9549 or

ADULTS (60+)

Effects of Oral Sodium Nitrite on Physiological Function
Purpose of study: Sodium nitrite is a naturally occurring compound found in small
amounts in the human body, as well as in many types of vegetables, including kale and
beets. We are looking at the effects of sodium nitrite supplements on cardiovascular,
physical, and cognitive function.
Who we’re looking for: Generally healthy individuals between the ages of 60-80 with no
personal history of cardiovascular disease, and who are not currently taking blood
pressure medications or medications that thin the blood. Women must be postmenopausal
and not taking hormone replacement therapy.
Time commitment and benefits: You would be involved in our study for approximately 16
weeks, and will receive the following tests and valuable health information:

Physical Exam by a Physician

Complete Blood Panel: Blood sugar & Cholesterol

Body Fat Composition

Blood Pressure Screening

Physical Fitness Evaluation (Heart Health)

Bone Mineral Density (Osteoperosis Risk)
You will also be compensated for your time.
Who to contact: Please contact the Integrative Physiology of Aging Laboratory by email at, or call (303) 735-6410.
Thanks for your time and consideration!

Interested in brain functioning and health? You can earn $300 for your participation in a CU
research study investigating changes in the brain as a result of physical activity. You may be
eligible to participate if you are:
• Age 65 or over
• Have no non-removable metal in your body
• NOT physically active (exercise less than 60 minutes a week)
• Living in the Boulder-Denver area
This study involves:
• 1 physical screening with a CU Boulder physician
• 2 blood draws
• 2 maximal exercise tests to assess your fitness level
• 2 DNA sample collections (from saliva)
• 3 health/psychological assessments
• 2 fMRI scanning + neuropsychological testing sessions
• 4-month exercise program (3 sessions/week)
If you are interested, please contact the CU CHANGE research lab at: 303-492-9549 or

The goals of outreach efforts at the Intermountain Neuroimaging Consortium (INC) are to excite the community about neuroscience research, and empower individuals to take charge of their mental and physical health through targeted neuroscience education.

The INC offers a growing number of outreach opportunities for individuals and groups in the community. Please contact Nicole Speer if you are interested in learning more about our outreach projects, becoming involved in our programs, or finding out how to bring our programs to your community.

K-12 students and teachers

Drawing on current research from internationally-recognized neuroscientists in the Rocky Mountain region, this program sends undergraduate and graduate students into area classrooms to teach children and adolescents about the brain through a series of fun activities and exercises. Once they have a basic, age-appropriate understanding of how the brain works, students learn about the effects of lifestyle choices on brain development and mental health. In this way students, their families and teachers learn about the brain, become excited about the field of neuroscience, and are able to apply emerging research findings to their lifestyle choices to improve their cognitive functioning and emotional wellbeing.

Community members

Our current outreach programs target K-12 students but we are always excited to expand our outreach efforts. INC researchers have expertise on a broad range of topics in aging, psychology, neuroscience, developmental and neurological disorders, mental health, and physiology. Please let us know how we can help your community.

Center tours

We enjoy the chance to show the community our state-of-the-art magnetic resonance imaging (MRI) research facility. Tours of the INC are available by appointment.

A work in progress: The CU-Boulder Outreach Committee has provided funding for the expansion of our K-12 outreach efforts as well as the development of a resource-oriented website for the larger community. Please visit this website periodically throughout the 2014-2015 academic year to find additional resources and information.

Los objetivos de los esfuerzos de difusión en el Intermountain Neuroimagen Consortium ( INC ) son para excitar a la comunidad sobre la investigación en neurociencia, y capacitar a las personas para hacerse cargo de su salud mental y física a través de la educación neurociencia dirigida

El INC ofrece un número de oportunidades de alcance para los individuos y grupos de la comunidad. Por favor, póngase en contacto con Nicole Speer si usted está interesado en aprender más sobre nuestros proyectos de extensión, involucradose en nuestros programas, o encontrar la manera de llevar nuestros programas a su comunidad.

K- 12 estudiantes y profesores

Sobre la base de la investigación actual de los neurocientíficos reconocidos internacionalmente en la región de las Montañas Rocosas , este programa envía estudiantes de pregrado y posgrado a las clases de la zona para enseñar a los niños y adolescentes sobre el cerebro a través de una serie de actividades divertidas y ejercicios. Ya que tengan una comprensión básica, adecuada a la edad del estudiante de cómo funciona el cerebro, los estudiantes aprenderán acerca de los efectos de un estilo de vida en el desarrollo cerebral y la salud mental. De esta forma los estudiantes, sus familias y los profesores aprenden sobre el cerebro, se emocionan del estudio de la neurociencia, y son capaces de aplicar los resultados de investigación emergentes a su estilo de vida para mejorar su funcionamiento cognitivo y el bienestar emocional.

Miembros de la Comunidad

Nuestros programas de extensión se dirigen a estudiantes K-12 pero siempre estamos contentos de ampliar nuestros esfuerzos de alcance. Los investigadores de INC tienen experiencia en una amplia gama de temas en el envejecimiento, la psicología, la neurociencia, trastornos neurológicos y de desarrollo, la salud mental, y la fisiología. Por favor, diganos cómo podemos ayudar a su comunidad.

Visitando nuestro Centro

Nos da gusto de tener la oportunidad de mostrale a la comunidad nuestro centro de investigación que tiene la facilidad avanzada de imagen por resonancia magnética (MRI). Los viajes a INC están disponibles con cita previa.

Un trabajo en progreso: El Comité de Alcance CU- Boulder ha proporcionado fondos para la expansión de nuestras actividades de divulgación, así como el desarrollo de un sitio web orientado a los recursos de la comunidad en general. Por favor, visite este sitio web periódicamente durante el año académico 2014-2015 para encontrar recursos e información adicionales.

Your brain is an incredible part of your body! It helps you all day, every day! Your brain helps you to learn and discover new things, it helps you to see, smell, taste, touch, and hear, and it even plays a part in your personality. In fact, your brain is helping you to read and understand this page right now!

Learning about the brain is very important. As a student, your brain is growing and changing every day. When we came into your classroom, we wanted to help teach you about your brain, how it works, and how to take care of it. This website was made just for you. If you have questions about things we talked about in class, or if you want to know more, you are in the right place!

Tu cerebro es una parte increíble de tu cuerpo! Te ayuda durante todo el día, todos los días! Tu cerebro le ayuda a aprender y descubrir cosas nuevas, que te ayudan a ver, oler, probar, tocar y escuchar, e incluso tiene una parte importante en tu personalidad. De hecho, tu cerebro te está ayudando a leer y comprender esta página ahora mismo!

Aprender sobre el cerebro es muy importante. Como estudiante, tu cerebro está creciendo y cambiando todos los días. Cuando entramos en tu salón de clase, queríamos ayudar a enseñar acerca de tu cerebro, cómo funciona y cómo cuidarlo. Este sitio web fue hecho para ti mismo! Si tienes alguna pregunta acerca de las cosas de las que hablamos en clase, o si quieres saber más, estás en el lugar correcto!

Go ahead and explore!

Your brain is an amazing part of your body!

Your brain is inside your skull, inside your head. It performs many important functions in your day-to-day life. The brain collects information, from inside and outside of your body.

The brain uses our five senses to gather information.

The five senses are:

(1) smell

(2) taste

(3) sight

(4) touch

and (5) hearing.

Once the brain has that information, the brain uses that data to make decisions.

If our tummy is grumbling, the brain tells us, “Let’s get something to eat!” If the plate we are touching is hot, the brain makes sure we take our hand off right away!

The brain receives information from all over and sends information back out when it decides what to do.

Tu cerebro es una parte increíble de tu cuerpo!

Tu cerebro está dentro de tu cráneo, dentro de tu cabeza. Tiene muchas funciones importantes en su vida día a día . El cerebro reune información , desde dentro y fuera de su cuerpo.

El cerebro utiliza los cinco sentidos para reunir información.

Los cinco sentidos son:

(1) olor

(2) sabor

(3) vista

(4) toque

y (5) la audición.

Ya que el cerebro tiene esa información, el cerebro utiliza esos datos para tomar decisiones.

Si nuestra barriga se queja, el cerebro nos dice: "Vamos a comer algo!" Si el plato que estamos tocando esta caliente el cerebro se asegura de que quitemos nuestra mano inmediatamente.

El cerebro recibe información de todas partes y envía la información cuando se decide qué hacer.

Your brain, and your entire nervous system, is made up of tiny cells called neurons. Neurons help spread information throughout the body. They are pretty funny looking at first, but each part of the neuron has an important function.

The dendrites receive information from other neurons.

The cell body is the main part of the cell.

The axon sends information down to the axon terminals which send the message to the next neuron.

The signal moving through the neuron is called the action potential.

Neurotransmitters are chemicals that carry the signal between neurons. They can keep the signal going or stop the signal.

Tu cerebro y Tu sistema nervioso entero, está formado por pequeñas células llamadas neuronas. Las neuronas ayudan a difundir información por todo el cuerpo. Se ven chistosas al principio pero cada parte de la neurona tiene una función importante. 

Las dendritas reciben información de otras neuronas.

El cuerpo de la célula es la parte principal de la célula.

El axón envía información a los terminales de los axones que envían el mensaje a la siguiente neurona.

La señal de movimiento a través de la neurona se llama el potencial de acción.

Los neurotransmisores son sustancias químicas que transportan la señal entre las neuronas . Ellos pueden mantener la señal de marcha o detener la señal.

When the neuron receives information through the dendrites, an action potential is created and the signal runs down the axon to the axon terminals. This neuron doesn’t touch the next neuron in line, so the axon terminal releases a neurotransmitter onto the next neuron’s dendrites.

Click here to learn how to make your own neuron at home!

Click here to see a pool float neuron!

Cuando la neurona recibe información a través de las dendritas, se crea un potencial de acción y la señal corre por el axón a las terminales de los axones. Esta neurona no toca la siguiente neurona en línea entonces el terminal del axón libera un neurotransmisor en las dendritas de la siguiente neurona.

Hasle clic aquí para aprender cómo hacer tu propia neurona en casa!

Hasle clic aquí para ver una neurona de flotador de alberca!

Brain Health

How to Keep Your Brain Healthy

As an elementary student, this is a very important time for your brain. Your brain is developing right now! How you choose to spend your time and what decisions you make right now affect how your brain will grow.

If you want to learn how to keep your brain in great shape, you are in the right place!

Look to the menu bar to see how exercising, eating the right food, wearing helmets, meditating, and sleeping can make your brain grow healthy and strong!

Cómo Mantener tu Cerebro Sano

Como un estudiante de primaria, este es un momento muy importante para tu cerebro. Tu cerebro se está desarrollando en estos momentos! La forma en que tú decides pasar tu tiempo y las decisiones que tú haces en este momento afectan la forma en que crece tu cerebro.

Si quieres aprender a mantener tu cerebro en buena forma estás en el lugar correcto!

Mira al menú para ver cómo haciendo ejercicio, comiendo los alimentos adecuados, el uso de cascos, meditando, y el sueño puede hacer que tu cerebro crezca sano y fuerte!



Wearing a helmet is one of the most important things you can do to protect your brain from getting hurt! Your skull, the bone that protects your brain, does a pretty good job, but when you ride your bike, ski, skateboard (and a whole lot of other activities) it needs some extra help. If we are doing things that make us move fast, or if we are around things that are moving really fast (like a baseball), we need to keep our brain safe! Helmets are a great way to do that.

Can you think of other ways to keep your brain safe?

Wearing a seatbelt or sitting in a booster seat in the car are also very important. They make sure that, if we crash, they keep our heads safe.

Click here to take the Egg-Helmet Challenge and learn how to make a helmet for an egg.


El uso del casco es una de las cosas más importantes que puedes hacer para proteger tu cerebro para que no se lastime. Tu cráneo, el hueso que protege el cerebro, hace un buen trabajo pero cuando andas en tu bicicleta, esquí, patín (y un montón de otras actividades) necesita un poco de ayuda extra. Si estamos haciendo cosas que nos hacen mover rápido, o si estamos cercas a las cosas que se están moviendo muy rápido (como una pelota de béisbol ), tenemos que mantener salvo y sano a nuestro cerebro! Los cascos son una gran manera de hacer eso.

¿Puedes pensar en otras maneras de mantener a tu cerebro a salvo?

El cinturón de seguridad o sentarse en un asiento para niños en el coche también son muy importantes. Se aseguran de que, si nos estrellamos, mantienen la cabeza seguro.

Food and Sugar


Our brains need healthy food to be able to work hard. There are different types of foods that our brain and body need.

Foods like meat, nuts, beans, fish, eggs, and dairy have protein in them. Proteins are important for helping make the neurotransmitters, or little messages, that help our brain and body communicate.

Olive oil, fish, walnuts, avocados, and flaxseed are foods that contain fat. Fats are important for brain and neuron growth.

Breads, pasta, pizza, fruits, vegetables, and many other foods have carbohydrates or “carbs” in them. Carbs provide energy for your brain.

La Comida

Nuestros cerebros necesitan alimentos saludables para ser capaz de trabajar duro. Hay diferentes tipos de alimentos que necesitan nuestro cerebro y el cuerpo.

Los alimentos como la carne, nueces, frijoles, pescado, huevos y productos lácteos tienen proteínas en ellos. Las proteínas son importantes para ayudar a hacer los neurotransmisores, o pequeños mensajes, que ayudan a nuestro cerebro y el cuerpo comunicarse.

El aceite de oliva, pescado, nueces, aguacate y semillas de lino son alimentos que contienen grasa. Las grasas son importantes para el crecimiento del cerebro y las neuronas.

Panes, pastas, pizza, frutas, verduras y muchos otros alimentos tienen hidratos de carbono o "carbohidratos " en ellos. Los carbohidratos proveen energía para el cerebro.

Crazy Carbs!

Your brain needs all of these things to grow and develop.

However, some carbs are better than others. Vegetables and fruits are the best types of carbs to fill our bodies with. Things like potato chips, ice cream, and other junk foods are not so good for you.

Have you ever eaten a lot of candy? I’d bet right after, you felt pretty excited and hyper. But then, after a little while, what happened? Maybe you got a stomachache, or you felt sleepy and not-so-good. Sometimes people call this a sugar crash.

Sugar does this to our body. It gives a quick energy source to our brain, and then we run out. So, this makes us eat more sugar to keep our bodies running.

When we eat too much sugar, a lot of bad things can happen to our body. Eating too much sugar can damage our brains in the long run.

Carbohidratos Locos!

Tu cerebro necesita todas estas cosas para crecer y desarrollarse.

Sin embargo, algunos carbohidratos son mejores que otros. Las verduras y frutas son los mejores tipos de carbohidratos con que llenar nuestros cuerpos. Cosas como las papas fritas, helados y otras golosinas no es tan buenas para ti. 

¿Alguna vez has comido un montón de caramelos? Yo apostaría que después, te sentiste uy emocionado e hiper. Pero después de un rato, ¿qué pasó? Tal vez tuviste un dolor de estómago, o dio sueño y no tan bueno. A veces las personas le llaman a esto un bajón de azúcar.

El azúcar le hase esto a nuestro cuerpo. Te da una fuente de energía rápida y luego nos agote. Por lo tanto, esto nos hace comer más azúcar para mantener nuestro cuerpo en funcionamiento.

Cuando comemos demasiado azúcar, un montón de cosas malas pueden suceder en nuestro cuerpo. Comer demasiado azúcar puede dañar el cerebro en el largo plazo.



Did you know that people who exercise remember things better than people who don’t exercise?

It sounds a little strange at first, but exercising is just as good for our brain as it is for our body. Exercise makes our brain grow stronger. Exercise helps neurons grow and helps strengthens connections between them.

There are so many different ways to exercise!

Have you exercised by:

Playing soccer?



Taking a walk?

Riding your bike?

Jumping on a trampoline?


¿Sabías que las personas que hacen ejercicio recuerdan las cosas mejor que las personas que no hacen ejercicio?

Suena un poco extraño al principio, pero el ejercicio es tan bueno para el cerebro como lo es para nuestro cuerpo. El ejercicio hace que nuestro cerebro crezca más fuerte. El ejercicio ayuda a las neuronas crecer y ayuda a fortelecer las conexiones entre ellos.

Hay muchas maneras diferentes de hacer ejercicio!

Has hecho ejercicio por:

Jugando futbol?




Montando tu bicicleta?

Brincando en un trampolín?



Our brains need sleep for many reasons. Sleeping gives us time to grow strong neurons. Sleep also helps us get ready for the next day by organizing what happened the day before.

With such an important function, you can see why we need A LOT of sleep each night.

In elementary school, you need somewhere from 10-12 hours of sleep a night to grow a healthy brain! To make it to school on time, that means you should be in bed by 7 or 8 o’clock each night.

Good Sleeping Habits to Grow a Strong Brain:

  1. No caffeine before bedtime (no soda or coffee).
  2. Sleep in a dark room.
  3. Sleep in a quiet place.
  4. Turn off the TV before bedtime.
  5. Go to bed at the same time every night.

To record how much you sleep at night, try filling out a sleep diary!

El Sueño

Nuestros cerebros necesitan dormir por muchas razones. Dormir nos da tiempo para crecer neuronas fuertes . El sueño también nos ayuda a prepararnos para el día siguiente por la organización de lo que sucedió el día anterior.

Con una función tan importante , se puede ver por qué necesitamos un montón de sueño cada noche.

En la escuela primaria, necesitas 10-12 de sueño cada noche para que crescan tu cerebro sano! Para llegar a la escuela a tiempo, eso significa que debes de estar en la cama a las 7 o 8:00 cada noche.

Los buenos hábitos de sueño para crecer un cerebro fuerte:

  1. No tomes cafeína antes de acostarse (refresco o café).
  2. Duerme en una habitación oscura
  3. Duerme en un lugar tranquilo
  4. Apagua la television antes de dormir
  5. Duerme a la misma hora cada noche.

Para registrar cuánto duermes en la noche, trata de llenar un diario de sueño!



Have you ever felt like your brain is running a million miles an hour? Have you ever been so angry or sad or scared or excited that you couldn’t think about anything else? Have you ever needed a way to calm your brain down?

Sometimes, when we are stressed, our bodies go into overdrive. Our heart pumps faster, we breathe faster, and our brain feels like it’s spinning! It’s definitely not good for us if we feel this way all the time, so we need a way to calm down.

Meditation is a good way to do this. Sit down in a calm place. Close your eyes and breathe slowly. Focus on each inhale and exhale. Maybe even count your breaths. By focusing on your breathing, your brain can take the time to sort out all of the thoughts that are jumbled around.

Click here to learn how to meditate with glitter!


¿Alguna vez has sentido como que tu cerebro está funcionando un millón de millas por hora? ¿Alguna vez has estado tan enojado o triste o asustado o excitado que no podías pensar en otra cosa? ¿Alguna vez has necesitado una manera de calmar tu cerebro? A veces, cuando estamos estresados, nuestro cuerpo va a toda marcha. Nuestro corazón bombea más rápido, respiramos más rápido, y nuestro cerebro se siente como si estuviera dando vueltas! Definitivamente, no es bueno para nosotros si nos sentimos de esta manera todo el tiempo, por eso necesitamos una manera de calmarnos.

La meditación es una buena manera de hacer esto . Siéntate en un lugar tranquilo . Cierra los ojos y respira lentamente. Concéntrate en cada inhalación y exhalación. Tal vez cuenta tus respiraciones tambien. Al concentrate en tu respiracion, tu cerebro puede tomar el tiempo para resolver todos los pensamientos que están desordenados alrededor.

Hasle clic aquí para aprender a meditar con purpurina!


We had so much fun working on all of these activities in class!

If you want to try some of the activities again, show them to your friends and family, or try out activities that you might not have done in class, then look at the activities listed in the menu!

These make great activities to do in groups, so grab some friends and try them out! Also make sure to have your parent's permission before starting any of the activities!

Nos divertimos mucho trabajando en todas estas actividades en clase!

Si quieres intentar algunas de las actividades otra vez, o mostrarles a sus amigos y familia, o intentar otras actividades que no podrían haber hecho en clase, mira al lado!

Estas actividades son perfectas para hacer en grupos. Trae a tus amigos y intentalo! Pero, asegúrese de tener el permiso de sus padres antes de iniciar cualquiera de las actividades!

Neuron Activity

Pipe Cleaner Neurons

What you will need:

-1 Long Pipe Cleaner

-4 Short Pipe Cleaners (NOTE: If you do not have short pipe cleaners, have a parent help you cut 2 long pipe cleaners in half.)


-Drinking Straw Cut in Small Pieces (NOTE: Have a parent help you cut the straw into 4 little pieces.)

1. Take the play-doh and make a ball.

2. Push three (3) short pipe cleaner pieces into the top the ball.

3. Push the long pipe cleaner into the bottom of the ball.

4. Take the straw pieces and push them onto the long pipe cleaner. Space them apart. 

5. Bend the end of the long pipe cleaner (the one with the straws on it) around the center of the last small pipe cleaner. Bend the small pipe cleaner into a 'V' shape.

And that's it! You just made your very own pipe cleaner neuron!

What did you just make?

The ball of play-doh represents the cell body or soma of the neuron.

The small pipe cleaners stuck in the top of the play-doh are the dendrites, which are the parts of the neuron that receive important information from other nearby neurons.

The long pipe cleaner stuck in the bottom of the play-doh is the axon, which transmits the information received by the dendrites.

The straw pieces represent the myelin sheath. This is a layer of fatty material that helps to insulate the axon so that the information can travel down it more quickly and will not get lost.

The spaces between the straw pieces are called the Nodes of Ranvier. They are spaces between the myelin sheath that help the signal travel faster.

Finally, the small pipe cleaner at the end of the long one is the axon terminal. This is where the information gets sent off from this neuron and heads to the dendrites of another neuron.

What now?

Have some fun experimenting with different colors of pipe cleaners. Or make a bunch of them and line them up, dendrite to axon terminal, to help show how the information is passed along a line of neurons.

Click here to learn more about neurons.

Neuronas de Limpiapipas

Lo que vas a necesitar:

-1 limpiapipas largo

-4 limpiapipas cortos (NOTA: Si no tienes limpiapipas cortos, con ayuda de tus padres corta 2 limpiapipas a la mitad.)

-Play-Doh (plastilina)

-Un popote cortado en pedazos pequeños (NOTA: Con ayuda de tus padres corta un popote en 4 pedazos pequeños.)

1. Has una bola con la plastilina.

2. Empuja tres (3) pedazos de limpiapipas cortos en la parte superior de la bola.

3. Empuja el limpiapipas largo en la parte inferior de la bola.

4. Toma los pedazos del popote y empujalos hacia el limpiapipas largo. Con espacio entre cada pedazo. 

5. Dobla el extremo del limpiapipas corto (el que tiene los pedazos de popote sobre él) por el centro del ultimo pedazo de limpiapipas pequeño. Dobla el limpiapipas pequeño en forma de 'V'.

Y eso es todo! Acabas de hacer tu propia neurona de limpiapipas!

¿Qué acabas de hacer?

La bola de plastilina representa el cuerpo celular o soma de la neurona.

Los limpiapipas pequeños que estan pegados en la parte superior de la plastilina son las dendritas, que son las partes de la neurona que reciben información importante de otras neuronas cercanas.

El limpiapipas largo que hesta pegado en la parte inferior de la plastilina es el axón, que transmite la información recibida por las dendritas.

Los pedazos de popote representan la vaina de mielina. Esta es una capa de material graso que ayuda a aislar el axón para que la información pueda viajar por ella con mayor rapidez y paraque no se pierda.

Los espacios entre los pedazos de popote le llaman los nodos de Ranvier. Son espacios entre la capa de mielina que ayudan al viaje de la señal más rápido.

Finalmente el limpiapipas pequeño al final del limpiapipas largo es la terminal del axón. Aquí es donde la información se envía fuera de esta neurona y se dirige a las dendritas de otra neurona.

¿Y ahora qué?

Experimentar con diferentes colores de los limpiapipas. O has un un montón de ellos y ponlos en fila, dendritas a la terminal del axón, para ayudar a mostrar cómo se pasa la información a lo largo de una línea de neuronas.

Hasle clic aquí para aprender mas de las neuronas.

Helmet Activity

Egg Helmet Challenge



-A Ziplock Baggie

-A tablecloth or newspaper to protect your “DROP ZONE!” (Or go outside!)

-Materials to make a “Helmet” for Your Egg (Get Creative! Some of our suggestions- tissues, cotton balls, packing peanuts, grocery bags, or anything else you can think of.)

The Challenge: The eggs are like your brain. The empty Ziplock bag is going to act like a person not wearing a helmet. With your help, you are going to give your egg the best protection you can by stuffing soft material into the Ziplock bag. Help protect that eggy-brain with a helmet!

1.Put an egg inside an empty ziplock baggie. Drop it onto your Drop Zone.

Did it break? The empty Ziplock bag acts like a person not wearing a helmet! Imagine what that would have been like if it was your real brain! Yikes!

2. Now, let’s try to protect the next egg!

Try to create the best helmet you can! For example, try to stuff cotton balls into the baggie with the egg.

3. Now, try dropping it on to the Drop Zone! Did it break?

If it did, try again! Scientists have to work really hard to design a perfect helmet for humans too!

If it didn’t break, congratulations! You have created a helmet for your egg!

4. Once you have created a good helmet, see how high you can drop it before your egg breaks! Maybe see if you can get some help from taller friends or family!

To learn why helmets are important, click here.

And next time that you ride your bike, skateboard, ski, or snowboard, remember how important it is to protect your brain with a helmet and keep it safe, just like you did with your egg!

El Reto de Cascos para Huevos



-Una Bolsa de Ziplock

-Un trapo o periódico para portejer a tu “Zona de Descenso!” (O ve afuera!)

-Materiales para hacer un "casco" para tu huevo (Se creativo! Nuestras sugerencias- tejidos, bolas de algodón, cacahuetes de embalaje, bolsas de compra, o cualquier otra cosa que te puedas imaginar.)

El Reto: Los huevos son como tu cerebro. La bolsa de Ziplock vacía va ser como una persona sin casco. Con tu ayuda, Tú le vas a dar la mejor protección a tu huevo por el relleno de material blando en la bolsa de Ziplock. Ayuda a proteger tu huevo con un casco!

1.Pon un huevo dentro de una bolsa Ziplock vacía. jalo caer en tu zona de descenso.

Se quebró? La bolsa de Ziplock vacía es como una persona sin casco! Imagina como huviera sido si fuera tu cerebro! Uff!

2. Ahora , vamos a tratar de proteger a el próximo huevo!

Trata de crear el mejor casco que puedas! Por ejemplo, trata de meter las bolas de algodón en la bolsita con el huevo.

3. Ahora, trata de dejarlo caer en la Zona de Descenso! Se quebró?

Si se quebró, intentalo otra vez! Los cientificos también trabajan muy duro para diseñar un casco perfecto para los seres humanos!

Si no se quebró, felicidades! Has creado un casco para tu huevo!

4. Ya que creas un buen casco ve qué tan alto puedes dejar caer a tu huevo antes de que se quiebre! Tal vez ve si puedes obtener ayuda de amigos o familiares más altos!

Para saber por qué son importantes los cascos, haga clic aquí.

Y la próxima vez que montes tu bicicleta , patineta, esquí o snowboard, recuerda lo importante que es proteger tu cerebro con un casco y garantizar tu seguridad , al igual que lo hiciste con tu huevo!

Meditation Activity

Glitter Meditation

What you will need:

-Clear Jar

-Something to stir with (stick, spoon, etc.)



-A Quiet Space

1. Fill the jar with water.

2. What has been on your mind? Pick out one thought and imagine that it is some glitter. Then pick a color of glitter to match your thought.

3. Pour a little bit of glitter (your thought) into the jar.

4. Continue thinking of thoughts and adding them to the jar as glitter.

5. Stir up your jar with the stirring stick or spoon. Be careful that the water doesn't spill out of the jar!

6. When you stir it, do you see how it is very messy and crazy inside? We can pretend that the jar is like your brain. When you are thinking about lots and lots of things, your brain is crazy inside, just like the jar.

7. Now, sit down and close your eyes.

8. Focus on your breathing.

9. Take five deep breaths in and five deep breaths out.

10. Look at the jar.

11. Do you see how the glitter in the jar has settled to the bottom? It has calmed down. When you relax and meditate, your brain calms down just like the jar.

Challenge: See if you can relax for a really long time. Can you make it to 10 breaths? What about 15? Or 20?

Now, try the same breathing exercise without the glitter jar. You can make your mind calm down just like the glitter! This is a great trick to use whenever you have a lot of thoughts in your brain, such as before a big test or before you fall asleep.

To learn why meditation is important, click here.

Meditación con Purpurina

Lo que vas a necesitar:

-Un frasco claro

-Algo con que revolver (un palo, una cuchara, etc.)



-Un lugar tranquilo

1. Llena el frasco con agua.

2. Que ha hestado en tu mente? Escoje un pensamiento e imagina que es un poco de purpurina. Enseguida, elije un color de purpurina para que coincida con tu pensamiento.

3. Echa un poco de purpurina (tu pensamiento) en el frasco.

4. Continúa pensando en pensamientos y añadirlos a la jarra como purpurina.

5. Revuelve tu frasco con el palo de agitación o una cuchara. Ten cuidado de que el agua no se derrame fuera del frasco.

6. Cuando se revuelve, ¿ves cómo es muy desordenado y loco en el interior? Podemos fingir que el frasco es como tu cerebro. Cuando tú estás pensando en montones y montones de cosas, tu cerebro es una locura en el interior, al igual que el frasco.

7. Ahora, sientate y sierra tus ojos.

8.Concentrate en tu respiracion.

9. Respira profundo cinco veces. 

10. Mira a el frasco.

11. ¿Ves cómo la purpurina se ha asentado en el fondo de el frasco? Se ha calmado. Al relajarse y meditar, tu cerebro se tranquiliza al igual que el frasco.

El Reto: Ve si tú puedes relajarte por mucho tiempo. ¿Puedes respirar 10 veces profundo? ¿Qué pasa con 15 respiraciones profundas? O 20?

Ahora, trata el mismo ejercicio de respiración sin el frasco de purpurina. Tú puedes hacer que tu mente se calme al igual que la purpurina! Este es una gran truco para utilizar cada vez que tenga un montón de pensamientos en el cerebro, como antes de una prueba o antes de dormirse.

Para aprender por qué es importante la meditacion, hasle clic aquí.

Kid's Resources

Want to learn more? Try exploring these other websites, videos, and activities!

Learn About Your Body!

Learn about your brain and body through a scientific journal written for, and edited by kids!

If you want to know more about your body in general, try this website out!

Brain and Nervous System

Watch this video to learn fun facts about the brain!

This video is made just for kids about different parts of the nervous system!

Check out this website for fun activities, articles, and games.

(If you have questions about concussions or headaches or anything we didn't talk about in class, definitely explore this website!)


Want to learn more about sleep? Click here!


Want to see just how much sugar different foods have? Check out these pictures!


If you want to learn more about helmets, and why they are important, click here:

Recursos para niños

¿Quieres saber más ? Explora estos otros sitios web, videos y actividades!

Aprende acerca de tu cuerpo!

Aprende acerca de tu cerebro y el cuerpo a través de una revista científica escrita por y editado por los niños!

Si quieres saber más sobre tu cuerpo en general, trata este sitio web fuera!

El Cerebro y El Sistema Nervioso

Ve a este vídeo para aprender datos curiosos sobre el cerebro!

Este vídeo está especialmente dirigido a los niños acerca de las partes diferentes del sistema nervioso.

Mira a este sitio web para actividades de diversión, artículos y juegos.

(Si tienes preguntas acerca de las conmociones cerebrales o dolores de cabeza o cualquier cosa de la que no hablamos durante la clase in duda explorar este sito de web!)

El Sueño

¿Quieres saber más sobre el sueño ? Hasle clic aquí!

El Azúcar

¿Quieres saber cuantas cantidades diferentes de azúcar tienen los diferentes alimentos? Mira a estas fotos!

Los Cascos

Si deseas obtener más información sobre los cascos, y por qué son importantes, hasle clic aquí:

INC Outreach-Teacher and Parent Home Page

Whether you are a parent or teacher, you are essential to our program's success. Thank you!

We encourage you to explore!


The human brain is a fascinating and complex organ. At the University of Colorado’s Neuroscience Outreach Program, we’re committed to helping young children begin to understand their own brains are infinitely more intricate and powerful than the most complex computer. By laying the groundwork for neuroscience knowledge at an early age, we hope to inspire children to appreciate the marvels of the brain, and to continue expanding their exploration of the brain and its functioning throughout their educational careers. As undergraduate students, we are fascinated by neuroscience; as teachers, we are grateful for the unique opportunity to share our knowledge, and to encourage young learners to think about the processes of thought and learning. It is important that young students realize how much there is to learn about their own brains and nervous systems.

“With great power comes great responsibility” (Voltaire).

There is nothing more powerful than the human ability to learn and think. In every classroom, we emphasize the importance of good habits that promote brain health and safety, at a developmental stage in which both are extremely important. From nutrition, to physical safety, to meditation, we teach our students how to treat their brains in a way that amplifies learning and maintains proper health.


We would like to thank all the teachers we work with for allotting valuable class time for us to work with your students. We greatly appreciate the opportunity you give us to be a part of your classes and to participate in your students’ education. Neuroscience represents one of the most fascinating frontiers of exploration in the coming years. Children who are enthused about this area of science today will be most likely to embark upon the journey of discovery tomorrow.

It is our goal to provide a neuroscience foundation for the aspiring learners in your classrooms, and encourage them to be conscious of the processes of thinking and learning in their every day lives. We also briefly describe the physical structures that allow humans to experience the innumerable senses present in the world around us. One important topic we focus on in the classroom is maintenance of brain health. We encourage simple habits, like wearing a helmet when biking or ice-skating, along with less intuitive practices, like trying to exclude processed foods with unnecessary sugars from our diets. We hope to present your class with a newfound appreciation and respect for their magnificent young minds.

Si usted es un padre o un maestro, usted es esencial para el éxito de nuestro programa. Gracias! Le animamos a explorar!


El cerebro humano es un órgano fascinante y complejo. En el Programa de Extensión de Neurociencia de la Universidad de Colorado en Boulder estamos comprometidos a ayudar a los niños pequeños a comienzar a entender que sus propios cerebros son infinitamente más complejo y potente que la computadora más compleja. Al enseñar las bases para el conocimiento de la neurociencia a una edad temprana, esperamos inspirar a los niños a apreciar las maravillas del cerebro, y seguir expandiendo su exploración del cerebro y su funcionamiento a lo largo de sus carreras educativas. Como estudiantes de pregrado, estamos fascinados por la neurociencia; como maestros estamos agradecidos por la oportunidad única de compartir nuestros conocimientos, y alentar a  los estudiantes jóvenes a pensar en los procesos de pensamiento y aprendizaje. Es importante que los estudiantes se den cuenta de lo mucho que hay que aprender acerca de sus propios cerebros y sistemas nerviosos.

"Un gran poder conlleva una gran responsabilidad" (Voltaire)

No hay nada más poderoso que la capacidad humana de aprender y pensar.  En cada clase enfatizamos la importancia de los buenos hábitos que promuevan la salud y la seguridad de cerebro, en una etapa de desarrollo en la que ambos son extremadamente importantes. De la nutrición, a la integridad física, a la meditación, enseñamos a nuestros alumnos cómo tratar a sus cerebros de forma que amplifica el aprendizaje y mantiene la salud adecuada. 


Nos gustaría dar las gracias a todos los maestros con los que trabajamos por asignar el tiempo de clase valiosa para dejarnos trabajar con sus estudiantes. Estamos muy agradecidos por la oportunidad que nos da de ser parte de sus clases y participar en la educación de sus estudiantes. La neurociencia representa uno de las fronteras más fascinantes de la exploración en los próximos años. Los niños que están entusiasmados acerca de esta área de la ciencia de hoy serán los más propensos a embarcarse en el viaje de descubrimiento de mañana.

Nuestro objetivo es proporcionar una base de neurociencia para los alumnos aspirantes en sus clases, y animarles a ser conscientes de los procesos de pensamiento y aprendizaje en sus vidas diarias. También describimos brevemente las estructuras físicas que permiten a los seres humanos experimentar los sentidos innumerables que son presentes en el mundo que nos rodea. Un tema importante en que nos centramos en la clase es el mantenimiento de la salud del cerebro. Alentamos a los estudiantes a practicar los hábitos simples, como usar un casco al andar en bicicleta o patinar sobre hielo, junto con prácticas menos intuitivos, como tratar de excluir los alimentos procesados con azúcares innecesarios de nuestras dietas. Esperamos darle a su clase un aprecio nuevo y un respeto a sus mentes magníficas.

Contact Us

Nicole Speer, Ph.D.
Director of Operations

Kevin McManus RT(R)(MR)
MRI Technologist

Teryn Wilkes

MRI Technologist

Marie Banich, Ph.D.
Executive Director

Intermountain Neuroimaging Consortium

Center for Innovation and Creativity

1777 Exposition Drive
Boulder, CO 80301

Click here for directions to our center.