Find Academic Supervisors

• Artificial Intelligence in Healthcare
• Emergency Medicine Informatics
• Predictive Modeling of Patient Pathways
• +3 more

Émilien Arnaud serves as a Lecturer-Researcher at Université de Picardie Jules Verne's Faculty of Medicine and Hospital Practitioner in Emergency Medicine at Amiens-Picardie University Hospital. His dual academic-clinical appointment positions him at the critical intersection of artificial intelligence development and frontline emergency care delivery. Dr. Arnaud's research focuses on predictive modeling of patient pathways in emergency settings, with particular expertise in: Explainable AI systems for clinical decision support Natural language processing of triage documentation Missing data completion methodologies in healthcare datasets Ethical implementation frameworks for emergency medicine AI His publication record demonstrates consistent output in high-impact venues including npj Digital Medicine , European Journal of Emergency Medicine , and IEEE conferences. Recent work examines large language models' ethical challenges in emergency contexts and develops validation protocols measuring AI consistency against medical expertise. Professional contributions include service on the Innovation Board of the French Society of Emergency Medicine, where he shapes national AI implementation guidelines. His doctoral research (2024) established the 3P-U framework for predicting emergency department patient trajectories. Dr. Arnaud's clinical-academic integration enables direct translation of research into practice, with current projects addressing obstetrical emergency prediction, pandemic-era patient flow management, and international validation of AI triage systems. His work consistently emphasizes human oversight mechanisms and clinician-AI collaboration protocols essential for high-risk emergency settings.

• Neuropsychology
• Cognitive Neuroscience
• Alzheimer's Disease
• +5 more

Dr. Alissa Butts is an Associate Professor in the Department of Neurology, Division of Neuropsychology at the Medical College of Wisconsin. She is also a member of both the Neuroscience Research Center and the Wisconsin Institute of NeuroScience (WINS) at MCW. Her academic appointment reflects her dual expertise in clinical neuropsychology and neuroscience research. Dr. Butts' research interests span several critical areas in cognitive neuroscience and clinical neuropsychology. She focuses extensively on Alzheimer's Disease and Mild Cognitive Impairment, investigating structural brain changes like cortical thickness and hippocampal volumes in relation to cognitive performance. Her work also addresses the neurocognitive effects of cancer treatments , examining how chemotherapy and radiation therapy impact cognitive function in cancer patients and survivors. Additionally, she has made significant contributions to understanding Primary Progressive Aphasia and related speech and language disorders. Analysis of Dr. Butts' publication record reveals a strong emphasis on both clinical research and training in neuropsychology. Her recent work shows increasing focus on training standards and practicum education, highlighted by her co-founding of the North American Association of Practicum Sites in Neuropsychology (NAPSN). She has conducted important surveys on trainee experiences during the pandemic, demonstrating responsiveness to current challenges in clinical training. Dr. Butts has established herself as a leader in neuropsychology training and education. Her involvement with student competitions through the American Academy of Clinical Neuropsychology (AACN) and her development of NAPSN demonstrate her commitment to advancing the field through high-quality training experiences. Her collaborative approach is evident in her numerous multi-institutional publications, particularly those involving researchers from Mayo Clinic (evidenced by co-authors like Jack CR Jr, Petersen RC, and others). This suggests strong connections within the broader neuropsychology research community.

Tineke SnijdersView profile

Associate Professor

• infant language development
• neuroimaging
• EEG
• +7 more

Dr. Tineke Snijders is an Associate Professor in the Department of Cognitive Neuropsychology at Tilburg University's Tilburg School of Social and Behavioral Sciences. Her research focuses on unraveling the brain mechanisms underlying language and communication development, with particular emphasis on individual differences in neural processing and the interaction between brain, social, and cognitive development. Dr. Snijders' research expertise spans infant language development , neuroimaging , EEG methodology , and neural oscillations . She investigates how infants' brains track speech rhythms and how this neural tracking relates to language acquisition, with particular interest in how social cues like eye gaze influence these processes. Her work examines maturational constraints on infants' ability to attend to temporal patterns in speech and how this affects language learning. Her recent publications (2023-2024) demonstrate consistent output in high-impact journals, focusing on neural tracking of speech in infants, the effects of visual cues on language processing, and maturational constraints on language acquisition. These works reveal trends toward increasingly sophisticated methodologies examining multimodal aspects of infant language processing in naturalistic contexts. Veni grant from Netherlands Organisation for Scientific Research (NWO) Vidi grant from Netherlands Organisation for Scientific Research (NWO) 2024-2028 Dr. Snijders supervises research in cognitive neuropsychology with a focus on infant language development. Her lab conducts cutting-edge research using EEG to examine neural mechanisms of language acquisition, supported by competitive NWO funding. The research environment emphasizes interdisciplinary approaches combining cognitive neuroscience, developmental psychology, and linguistics to understand the foundations of human language. Her research group operates within the Department of Cognitive Neuropsychology, utilizing advanced neuroimaging facilities to investigate how infants' brains process speech and how this relates to language development. The research has implications for understanding typical and atypical language development, with connections to autism spectrum disorders as indicated by her research fingerprint.

Darin WoolpertView profile

Senior Lecturer

• Literacy development in bilingual children
• Cross-linguistic activation in bilingual children
• Reading comprehension
• +7 more

Dr. Darin Woolpert serves as Senior Lecturer and Director of the Speech-Language Pathology Assistant (SLPA) and Speech-Language Pathology Pre-Master's Programs at the University of Vermont's College of Nursing and Health Sciences, Department of Communication Sciences and Disorders. Working remotely from California without on-campus office space, he maintains active program leadership and research engagement while affiliated with ASHA Special Interest Groups 14 (Cultural and Linguistic Diversity) and 17 (Global Issues). His academic credentials include: Ph.D. in Language and Communicative Disorders from San Diego State University and University of California, San Diego M.A. from San Diego State University B.A. in English and Theatre from Drew University Dr. Woolpert's research program investigates spoken language predictors of literacy development in Spanish-English bilingual children, with expertise spanning narrative microstructure, cross-linguistic activation, and neuroplasticity in perinatal stroke cases. His clinical background as a bilingual speech-language pathologist informs evidence-based approaches to child language assessment and developmental language disorders within culturally and linguistically diverse populations. Current initiatives include international education development in Central and South America, culminating in a student program to Argentina scheduled for May 2026. His publication record demonstrates consistent output through 2019, with recent articles examining bilingual text processing, vocabulary impacts on writing, and written discourse in neurologically atypical children. These works reveal a methodological emphasis on longitudinal assessment of literacy predictors and cross-linguistic transfer effects in dual-language learners. As program director, Dr. Woolpert mentors students through the SLPA and Pre-Master's tracks while preparing international experiential learning opportunities. His clinical experience in elementary school settings directly shapes curriculum development, particularly in courses addressing language disorders and cultural diversity. The upcoming Argentina program exemplifies his commitment to globalizing speech-language pathology education through hands-on international engagement.

• Language development in deaf children
• Literacy development in deaf children
• British Sign Language acquisition
• +7 more

Dr. Kate Rowley is a Lecturer in Deafness, Cognition & Language at University College London (UCL), where she also serves as deputy director of the UCL Deafness, Cognition & Language Research Centre (DCAL) since February 2023. A Deaf researcher raised in a deaf family in Cornwall, Dr. Rowley brings both personal and professional expertise to her work, maintaining active involvement in the deaf community. Her research and teaching focus primarily on language and literacy development of deaf children, with strong advocacy for bilingual education approaches that recognize both sign language and written/spoken language as essential components. Dr. Rowley's educational background includes: Bachelor of Science in Deaf Studies from University of Bristol (2004) Master of Arts in Linguistics from University College London (2006) Master of Science in Psychology Research from University College London (completed with merit) PhD in Experimental Psychology from University College London (2018), with thesis titled 'Visual Word Recognition in Deaf Readers: the interplay between orthographic, semantic & phonological information' Her research spans language acquisition and literacy development among deaf children, examining how deaf children learn and process British Sign Language (BSL) and English. Dr. Rowley has conducted significant research on language attitudes within the British Deaf community, regional variations in BSL, and the impact of external factors like face masks on deaf communication. Her work consistently bridges theoretical psycholinguistics with practical applications for deaf education. Dr. Rowley's publication record demonstrates sustained focus on deaf language development across multiple dimensions, integrating experimental methods with community-based research to ensure practical relevance. Her recent work shows increasing attention to language attitudes, sign language variation, and the social dimensions of deaf communication alongside her foundational work on reading processes in deaf individuals. Dr. Rowley has secured significant research funding, including leading the ESRC project 'Language Comprehension in Deaf Children' (2021-2024), which collected data from 200 deaf people across the UK. She is also collaborating as co-investigator on another ESRC project 'Understanding Variation in Reading Progress in Deaf Children' (commencing April 2024). She provides consultancy services through Language Wise Consultancy and develops language modules for professionals working with deaf children. As an active community member, Dr. Rowley serves as governor for Hamilton Lodge (a deaf school in Brighton), maintains strong relationships with deaf schools in Southeast England, and regularly delivers training on sign language acquisition, cognitive development, and literacy intervention strategies. She is on the editorial board of First Language journal and serves as trustee for several deaf community organizations.

Eva Gutierrez-SigutView profile

Senior Lecturer

• Cognitive psychology of language
• Reading
• Deafness
• +7 more

Dr. Eva Gutierrez-Sigut is a Senior Lecturer in the Department of Psychology at the University of Essex, where she has been employed since July 2019. Her academic journey includes a PhD in Cognitive Neuroscience from the University of La Laguna (Spain), followed by postdoctoral research at the Center for Mind and Brain at the University of California Davis, a research fellowship at the UCL Deafness, Cognition and Language research centre, and an independent research fellowship at the University of Valencia. Her research primarily focuses on how atypical language development due to early onset deafness impacts language and reading skills at both behavioral and neuropsychological levels. She investigates how deaf individuals process language and reading, with particular interest in phonological and semantic properties of language and their influence on reading attainment in deaf people. Her work explores the connections between visual-orthographic and semantic levels of language processing, which appear to have a stronger influence than phonological processing on deaf people's reading ability. Analysis of her recent publications reveals consistent themes across cognitive neuroscience, psycholinguistics, and deaf studies. Her research demonstrates that deaf readers automatically access phonological information but that this doesn't necessarily contribute to reading comprehension attainment. She has also shown that skilled deaf readers have stronger connections between orthographic and lexical-semantic processing levels. Her work on sign language processing indicates that deaf signers process both phonological and semantic information using similar—but not identical—mechanisms as hearing people. 2020: British Academy grant for 'COVID-19 and reduced access to communication: the challenges experienced by deaf people' Dr. Gutierrez-Sigut currently supervises at least one PhD student, Max James Handley. Her teaching responsibilities include Cognitive Psychology and Economics (EC956), Thinking and the Mind (PS104), Applied Psychology (PS118), Cognitive Psychology (PS425), MSc Psychology Research Project (PS900), Neurocognition of Human Interaction (PS935), and Advanced Cognitive Psychology (PS952). Her research has important implications for developing tools to identify deaf children who struggle with literacy and for creating training programs for deaf readers.

Elizabeth HooverView profile

Clinical Professor

• Neurogenic Communication Disorders
• Swallowing Disorders
• Aphasia Rehabilitation
• +5 more

Elizabeth Hoover is a Clinical Professor in the Department of Speech, Language & Hearing Sciences at Boston University, where she also serves as Clinical Director of the Aphasia Resource Center. Her clinical and research expertise centers on neurogenic communication disorders, with specialization in stroke, traumatic brain injury, and Parkinson's disease rehabilitation. Her educational foundation includes: BA from University of California, Los Angeles MS from California State University, Hayward PhD from Boston University School of Medicine Dr. Hoover's research program systematically advances aphasia rehabilitation through three interconnected pillars: (1) developing evidence-based implementation tools for global clinical adoption, (2) innovating conversation-based interventions for severe aphasia including telepractice delivery, and (3) pioneering psychosocial outcome measurement through qualitative identity-focused approaches. Her work consistently bridges laboratory research with real-world clinical application, particularly through the Rehabilitation Treatment Specification System framework. Her distinguished recognition includes: Fellow of the American Speech-Language-Hearing Association (2024) Tavistock Trust for Aphasia Distinguished Scholar Award (2024) Gerry Cormier Communicative Access Award (2021) As an educator, Dr. Hoover trains future clinicians through graduate courses in Motor Speech Disorders and Aphasia while supervising clinical practicum. Her lab operates as a dynamic nexus where clinical service, student training, and international research collaborations converge to advance evidence-based neurorehabilitation practices. Current projects focus on telepractice optimization, cross-cultural implementation barriers, and identity-centered rehabilitation models.

Carmel Houston-PriceView profile

Professor

• Language Development
• Vocabulary Acquisition
• Early Childhood Cognition
• +5 more

Professor Carmel Houston-Price is Professor of Language & Cognitive Development and Head of the School of Psychology & Clinical Language Sciences at the University of Reading. She also serves as Associate Pro-Vice Chancellor (Academic Workload), demonstrating her significant leadership role within the institution. Her research bridges developmental psychology, language acquisition, and child nutrition, creating impactful interdisciplinary connections. Her academic credentials include: BSc Psychology from Royal Holloway DPhil Experimental Psychology from Oxford Graduate Certificate in Tertiary Education Management from Melbourne Houston-Price's research focuses on how infants and young children learn about their world, with two primary interconnected strands. Her language development work examines vocabulary acquisition across age groups, investigating how social, attentional, and contextual cues influence word learning in both monolingual and multilingual children. Her groundbreaking food preference research has established that familiarity with foods extends beyond taste to include visual, olfactory, and tactile dimensions. She has demonstrated that preschoolers consume more vegetables when exposed to them through picture books or hands-on activities prior to mealtimes. Her publication record shows consistent interdisciplinary work bridging cognitive psychology and nutritional science, with increasing emphasis on digital interventions and cross-cultural applications. A unifying theme across her research is examining how multisensory exposure influences learning and behavior in young children, with practical implications for parents, educators, and healthcare professionals. Her scientific recognition includes: Senior Fellow of the Higher Education Academy Houston-Price leads the EIT Food-funded SEE & EAT research group and is central to the Food, Health & Behaviour Change/Kids' Food Choices research group. She has supervised numerous undergraduate and postgraduate students while securing funding from organizations including EIT Food and Netmums. Her work has practical applications through evidence-based resources for parents and professionals seeking to encourage healthy eating and support language development in young children. She maintains active engagement with professional organizations including the ESRC Peer Review College and the Experimental Psychology Society, contributing to both academic advancement and practical implementation of developmental science.

Sofia LynceView profile

Assistant Professor

• Speech and Language Therapy
• Clinical Linguistics
• Language Acquisition
• +4 more

Sofia Lynce is an Assistant Professor at the Faculty of Health Sciences and Nursing of Universidade Católica Portuguesa and a researcher at the Center for Interdisciplinary Research in Health (CIIS). She holds a PhD in Cognition and Language Sciences from Universidade Católica Portuguesa (2020), a Master's Degree in Clinical Linguistics (2013), and a Degree in Speech and Language Therapy (2010). Her research focuses on oral language acquisition and development in deaf or hard of hearing children with cochlear implants. She has published numerous articles in specialized journals, including the notable "Phonological development in Portuguese deaf children with cochlear implants: a preliminary study," and co-authored the book "Development of oral language in deaf children with cochlear implants" as part of the CLIC research project. Her work spans linguistics, speech therapy, and clinical applications for children with hearing impairments. Her recent publications reveal a strong focus on cochlear implant outcomes, phonological development in Portuguese-speaking deaf children, and clinical assessment methods in audiology. The research demonstrates consistent attention to practical applications in speech therapy and language development interventions. FCT individual PhD studentship (SFRH/BD/117877/2016) Dr. Lynce coordinates the Hearing Department of the Portuguese Society of Speech and Language Therapy since 2024. She has served as a reviewer for the Revista Portuguesa de Terapia da Fala and as an examiner for various academic works. Her research projects include ERGUES (2024-2026), CIIS (2020-2024), CLIC (2014), and AQUI_LGP (2010-2013). She is actively involved in the research community through her participation in scientific events, both national and international, presenting posters and oral communications on oral language acquisition and development in deaf or hard of hearing children with cochlear implants.

Pascal BruniauxView profile

Professor

• Textile Engineering
• 3D Garment Simulation
• Human Body Modeling
• +5 more

Pascal Bruniaux is a Full Professor and Research Supervisor at the École Nationale Supérieure des Arts et Industries Textiles (ENSAIT) in Roubaix, France, where he leads research in textile engineering and human-centered design. His work focuses on the intersection of textile science, digital technologies, and human anatomy, with particular emphasis on creating innovative solutions for garment design and customization. Professor Bruniaux's research spans four major themes: (1) Modeling, simulation and multi-scale perception of textile materials; (2) Modeling of the Human/Clothing/Environment interface; (3) Analysis and classification of typical and atypical human morphologies; and (4) Development of personalized co-creation processes integrating 3D virtual prototyping, human perception, and knowledge. His work bridges the gap between traditional textile manufacturing and cutting-edge digital technologies, with applications ranging from everyday apparel to specialized medical garments and protective clothing. His recent publications demonstrate a strong trend toward integrating artificial intelligence and machine learning with 3D garment design and virtual prototyping. The research spans disciplines including textile engineering, computer science, human factors engineering, and sustainable fashion, with particular emphasis on improving garment fit, comfort, and customization through digital technologies. His work addresses critical challenges in the fashion industry, including reducing waste through virtual prototyping and improving accessibility for people with atypical body morphologies. Professor Bruniaux has received significant recognition for his contributions to the field: 2016 Gratitude Diploma from Gheorghe Asachi Technical University of Iasi for supporting and promoting their interests PEDR Award for PhD students and research supervision, received annually from the French Ministry of National Education since 2021 Throughout his career, Professor Bruniaux has supervised numerous PhD students and led multiple significant research projects funded by various programs including FUI, Erasmus Mundus, and European H2020. His research has been supported by collaborations with institutions across Europe and Asia, demonstrating the international impact of his work. He has also contributed to the development of innovative teaching methods in textile and apparel design, integrating digital tools into the curriculum. As a key member of the GEMTEX laboratory at ENSAIT, Professor Bruniaux leads the Human Centered Design Group, which focuses on developing technologies that place human needs at the center of textile and apparel innovation. The group's work has applications in diverse areas including adaptive clothing for people with physical disabilities, personalized sportswear, and advanced protective garments.

• Child language acquisition
• First language development
• Second language development
• +5 more

Dr. Susan Foster-Cohen serves as an Adjunct Associate Professor in the Department of Linguistics within the Faculty of Arts at the University of Canterbury, where she has maintained an appointment since November 6, 2000. Her academic career spans multiple international institutions, including previous positions as Senior Lecturer at the British Institute in Paris, Associate Professor at Northern Arizona University, and research roles at the University of Southern California. Her educational background includes a PhD from Lancaster University (1976-1980), a PGCE from St. Martin's Training College (1975-1976), and a BA from Lancaster University (1972-1975). She is proficient in French, enabling her international scholarly work. Her research focuses on child language acquisition across diverse populations, examining both theoretical and applied aspects of language development in typically developing and disordered contexts. Dr. Foster-Cohen's scholarly work demonstrates a clear evolution from foundational research in language acquisition to specialized investigations of developmental trajectories in children with complex disabilities. Her recent publications (2020-2025) increasingly explore the intersection of musical play and language development, while her earlier work (2017-2020) established significant contributions to understanding morpho-lexical development in children with Down syndrome and other neurodevelopmental disorders. Her research consistently examines how different communication modalities support language acquisition in children with developmental challenges. Her publications in journals like Frontiers in Psychology and the International Journal of Language & Communication Disorders have garnered notable citations, reflecting her impact in the field of language development research. Her collaborative work with researchers including T. Macrae, J. Newbury, and A. van Bysterveldt demonstrates sustained research partnerships focused on language development in children with disabilities. Dr. Foster-Cohen has supervised graduate students, including Beth Rees, whose research examined hearing monitoring in children with Down syndrome. Her practical experience as Director of The Champion Centre (2004-2020) complements her academic work, bridging theoretical research with real-world application in supporting children with developmental challenges.

• First language acquisition
• Social cognition
• Psycholinguistics
• +10 more

Ditte Boeg Thomsen is a Tenure Track Assistant Professor in functional-cognitive linguistics at the Department of Nordic Studies and Linguistics, Faculty of Humanities, University of Copenhagen. She specializes in the interplay between language and cognition across multiple domains including children's language acquisition, psycholinguistics, and field linguistics. Her primary research areas include first language acquisition, social cognition, memory and attention, autism and language, atypical neurological development, semantic typology, linguistic fieldwork, and language endangerment. She investigates how language and cognition mutually affect each other, examining both typical and atypical development in children as well as crosslinguistic differences in indigenous languages of Mexico. Boeg Thomsen's recent research output demonstrates strong interdisciplinary connections between linguistics, psychology, neuroscience, and education. Her work spans child language acquisition, particularly focusing on perspective-marking grammar and its relationship to social cognition, as well as field studies on spatial language and cognition in Nahuan languages. She also contributes significantly to research on Cerebellar Mutism Syndrome in children with brain tumors. She serves on the governing board of the Scandinavian Association for Language and Cognition (SALC) and is editor of the language journal Mål og Mæle. She is also a member of the Linguistic Circle's Committee for Support of Endangered Languages. Boeg Thomsen is actively involved in teaching, currently offering a course in Functional-Cognitive Linguistics, and has previously taught numerous linguistics courses covering typological analysis, language acquisition, psycholinguistics, and Mesoamerican linguistics. She supervises students in areas including children's language acquisition, viewpoint-marking language, language in autism, space and orientation, associated motion, semantic typology, and field linguistics.

• Special Education
• Autism Spectrum Disorders
• Language Development and Communication Strategies
• +3 more

Dixie McCollum serves as Assistant Professor in the Department of Elementary, Early & Special Education at Southeast Missouri State University, teaching diverse modalities including online, face-to-face, and ITV formats across undergraduate and graduate special education programs. Her instructional leadership spans student teaching supervision, course development, and teacher preparation initiatives. Education Background: Ed.D. in Educational Leadership and Policy Analysis, University of Missouri, Columbia Ed.S. in Administration, Southeast Missouri State University M.A. in Guidance and Counseling, Southeast Missouri State University B.S. in Exceptional Child Education, Southeast Missouri State University Research Focus: Dr. McCollum's scholarship centers on practical special education applications, with emphasis on autism spectrum disorders, language development interventions, and trauma-responsive pedagogy. Her work bridges theory and classroom practice through evidence-based strategies for exceptional learners, particularly examining communication systems for ASD and stress management in educational settings. The 2019 FIRE journal publication represents her expanding inquiry into college student mental health. Publication Trends: Recent publications (2016-2019) demonstrate consistent focus on foundational special education content with increasing attention to mental health intersections. While early works established frameworks for mild/moderate disabilities and language development, her trajectory shows evolution toward trauma-informed practices in higher education, reflecting contemporary challenges in student support systems. Professional Credentials: K-12 Reading Specialist Certification K-12 Special Education Certification Elementary Education (1-6) Certification School Counselor & Psychological Examiner Certifications Special Education & Educational Administration Certifications Early Intervention for Autism Certificate (Project Access) Autism Certificate (Project Access) Academic Contributions: Dr. McCollum actively shapes teacher preparation through conference presentations at ATE and international venues, focusing on IEP implementation, self-determination skills for disabled students, and service learning integration. Her course portfolio demonstrates comprehensive coverage of special education domains from foundational psychology to advanced autism interventions, with significant emphasis on literacy and behavior management across developmental stages.