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Giacomo Novembre

Researcher Tenure Track - Principal Investigator
Neuroscience of Perception and Action
Research center
I am a cognitive neuroscientist investigating fundamental questions concerning the Neuroscience of Perception and Action. For more information about me or my research activity, visit my website (www.giacomonovembre.com).

Title: PhD (Cognitive Neuroscience)
Institute: Max Planck Institute for Human Cognitive and Brain Sciences
Location: Leipzig
Country: Germany
From: 2009 To: 2012

Title: MSc (Cognitive Neuroscience)
Institute: Donders Institute for Brain, Cognition and Behaviour
Location: Nijmegen
Country: The Netherlands
From: 2007 To: 2009

Title: BA (Philosophy of Mind and Language)
Institute: Università Vita-Salute S. Raffaele
Location: Milan
Country: Italy
From: 2004 To: 2007

Experience External

Title: Researcher / Principal Investigator
Institute: Italian Institute of Technology
Location: Rome
Country: Italy
From: 2018 To: null

Title: Research Associate
Institute: University College London
Location: London
Country: United Kingdom
From: 2016 To: 2018

Title: Research Lecturer
Institute: MARCS Institute for Brain, Behaviour and Development
Location: Sydney
Country: Australia
From: 2013 To: 2016

All Publications
Kohler N., Novembre G., Gugnowska K., Keller P.E., Villringer A., Sammler D.
Cortico-Cerebellar Audio-Motor Regions Coordinate Self and Other in Musical Joint Action.
Cerebral Cortex
Article in Press Journal
Gugnowska K., Novembre G., Kohler N., Villringer A., Keller P.E., Sammler D.
Endogenous sources of interbrain synchrony in duetting pianists
Cerebral Cortex
Bianco R., Novembre G., Ringer H., Kohler N., Keller P.E., Villringer A., Sammler D.
Lateral Prefrontal Cortex Is a Hub for Music Production from Structural Rules to Movements
Cerebral Cortex
Kohler N., Novembre G., Gugnowska K., Keller P.E., Villringer A., Sammler D.
Neural networks for real-time joint music performance
Cerebral Cortex
Article in Press Journal
Pan Y., Novembre G., Olsson A.
The Interpersonal Neuroscience of Social Learning
Perspectives on Psychological Science, vol. 17, (no. 3), pp. 680-695