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Kanad MandkeView profile

Researcher

• Developmental Psychology
• Cognitive Neuroscience
• Speech Processing
• +3 more

Dr. Kanad Mandke is a Researcher in the Department of Psychology at the University of Cambridge. His work focuses on developmental neuroscience, particularly investigating the neural mechanisms underlying speech processing and language acquisition in children with and without developmental disorders like dyslexia. His research employs advanced neuroimaging techniques including EEG, MEG, and computational modeling to explore how auditory and multisensory information is encoded in the brain. Key research areas include: Rhythmic auditory processing and its role in literacy development Neural correlates of speech perception deficits in dyslexia Development of binaural hearing capabilities Machine learning applications in decoding neural speech representations His publications demonstrate a strong focus on understanding atypical brain responses to speech stimuli in pediatric populations. Recent studies have explored beta-band EEG oscillations, low-frequency cortical encoding, and temporal fine structure sensitivity in dyslexia. Collaborative work includes multilayer network analysis of brain connectivity in musicians and infants' early language acquisition processes. Dr. Mandke's research also addresses translational aspects such as identifying neurophysiological markers for developmental disorders and advancing our understanding of cognitive reserve mechanisms through informational complexity analysis.

Markodimitraki MariaView profile

Associate Professor

• Developmental Psychology
• Twin Studies
• Autism Spectrum Disorders
• +3 more

Markodimitraki Maria is an Associate Professor at the University of Crete, specializing in developmental psychology with a focus on twin studies, autism spectrum disorders, and parent-infant interactions. Her work bridges theoretical and applied research in early childhood development. Education : PhD (2003), BSc (1992) Research Interests : Her scholarship explores emotional coordination in twin interactions, imitation in preschoolers, and the impact of physical difficulties on parental perceptions. She investigates parental speech patterns and the effects of family dynamics on child development. Scientific Awards : No specific awards mentioned in available records. Advising & Grants : No direct student advisement records found. Collaborates extensively on research projects related to developmental psychology and special education.

Csépe ValériaView profile

Professor

• Cognitive Neuroscience
• Developmental Psychology
• Educational Neuroscience
• +6 more

Valéria Csépe is a Professor of Cognitive Psychology at Eötvös Loránd University and a distinguished professor at the Hungarian Academy of Sciences' Research Institute of Psychology (now Institute of Cognitive Neuroscience, RCNS-HAS). She has held leadership roles including Head of the PhD Program on Cognitive Psychology and Head of the Department of Cognitive Psychology . Her career spans over 50 years, with notable positions like Humboldt Scholar (University of Münster, 1990–1992) and Deputy Secretary General of the Hungarian Academy of Sciences (2008–2014). Research Interests focus on cognitive psychophysiology, developmental cognitive neuropsychology, and the neural basis of spatial cognition. Key areas include electrophysiological correlates of auditory perception (e.g., mismatch negativity), speech processing, and the impact of musical training on language development. Her work also addresses childhood epilepsies (e.g., BCTE, LKS) and their effects on cognitive development, as well as interdisciplinary studies of atypical development (dyslexia, ADHD). Awards & Recognition include the Kardos Lajos Prize , Széchenyi Golden Placket , and membership in the Hungarian Academy of Sciences. Her 2006 book Reading Brain won the Best Book Award . Advising & Leadership : As Head of the PhD Program on Cognitive Psychology , she has guided numerous students. Her research teams investigate neural mechanisms of learning and cognition, with a focus on bridging neuroscience and education. She leads research initiatives at the Institute of Cognitive Neuroscience, RCNS-HAS, emphasizing translational applications of cognitive science.

Gabriella RundbladView profile

Professor

• Cognitive Linguistics
• Semantics
• Pragmatics
• +4 more

Gabriella Rundblad is a Professor affiliated with The Centre for Language, Discourse and Communication (LDC) and the Centre for Research in Education in Science, Technology, Engineering & Mathematics (CRESTEM). She holds a PhD from Stockholm University (1997), a Bachelor of Education from Stockholm Institute of Education (1996), and a Bachelor of Arts from Stockholm University (1993). Her research focuses on Cognitive Linguistics, specializing in Semantics, Pragmatics, and their applications in typical/atypical language development and health communication. She employs psycholinguistic, discourse analytical, and corpus linguistic methodologies alongside conventional social science techniques like surveys and interviews. Key interests include metaphor comprehension, bilingual education, and public health communication during disasters. Research Highlights: Metaphor production in multilingual children, health communication in disaster contexts, and language acquisition in Arabic speakers. Awards: 2001 Dagmar and Nils William Olsson Fellowship. She has led/co-led 13 research projects, including studies on metaphor production in English/Polish speakers and vulnerability terminology in UK disaster management. Active in editorial roles for journals like Child Language Teaching and Therapy and PLoS Currents: Disasters , she also organizes academic conferences, such as the 4th UK Cognitive Linguistics Conference. Rundblad collaborates internationally, addressing cultural and linguistic barriers to non-literal communication across the EU and beyond. Her work aligns with UN Sustainable Development Goals related to education and health equity.

• Language Acquisition
• Language Processing
• Linguistics
• +5 more

Professor Mila Dimitrova Vulchanova is affiliated with NTNU's Department of Language and Literature within the Faculty of Humanities. Her research focuses on language acquisition, language processing, and neurodevelopmental disorders, particularly autism spectrum disorders (ASD). She leads major international projects like SCALA (HorizonEurope-UKRI), MultiplEYE (COST Action), and e-LADDA (MSCA ITN). Her work bridges linguistic theory, cognitive science, and clinical applications, emphasizing multilingualism and intervention strategies for developmental language deficits. Recent research explores figurative language processing in ASD, spatial communication universals, and the interplay between statistical learning and language development. She co-directs the Language Acquisition and Language Processing Lab and has coordinated several EU-funded initiatives addressing multilingualism and STEM education. Her publications span journals like Nature Human Behaviour , Autism Research , and Journal of Neurolinguistics , reflecting her interdisciplinary approach to language and cognition. Key grants include the NFR FRIHUM project on situated reference in language acquisition and the EDULANG grant focusing on multilingual education. She actively engages in outreach, including public lectures on language development and digital media's role in education.

Olivia AfonsoView profile

Senior Lecturer

• Cognitive Neuroscience
• Developmental Psychology
• Written Language Production
• +5 more

Dr. Olivia Afonso is a Senior Lecturer in Psychology at the School of Psychology, Social Work and Public Health at Oxford Brookes University. She holds a BSc in Psychology and a PhD in Cognitive Neuroscience and Education. As Year 1 Lead for the BSc Psychology program, she teaches modules including 'Introduction to Psychological Research' and 'Topics in Developmental Psychology,' while supervising MSc and PhD students. Her research focuses on written language production, particularly spelling processes and handwriting cognition in both typical and atypical populations, including dyslexia, aging, and bilingualism. She leads the Writing Lab and collaborates with the SRUK/CERU research network. Her research investigates cognitive processes underlying spelling and handwriting, comparing handwriting vs. typewriting, and analyzing online measures like pen pressure and writing duration. Notable projects include evaluating AI reading assistants in Northern Ireland (funded by the Department of Education) and studying handwriting development in children with dyslexia. She has published extensively in journals like Brain and Cognition , Journal of Learning Disabilities , and Cognitive Science . Professional Memberships: Fellow of HEA, European Literacy Network, EARLI Writing SIG, National Handwriting Association Executive Committee, BPS Cognitive Section Executive Keynote Talks: 'Influences of spelling on handwriting speed' (National Handwriting Association, 2021), 'How we learn to write' (Royal Society of Medicine, 2021) Dr. Afonso's work bridges cognitive science and education, addressing practical applications for literacy support and neurorehabilitation. Her studies often employ cognitive-kinematic analysis to link high-level language processing with motor execution during writing.

• Neuroscience
• Speech Processing
• Auditory Disorders
• +7 more

Anne-Lise Giraud and Sophie Bouton are researchers at the Hearing Institute (Institut de l’Audition, IdA), a center of the Pasteur Institute in Paris. Anne-Lise Giraud is the Structure Manager of the team focused on Neural Coding and Neuroengineering of Human Speech Functions, while Sophie Bouton is a Permanent Researcher. Their work is centered on understanding the neural basis of speech and language. Their research interests include the neural mechanisms of speech processing, auditory cortical dysfunctions in disorders like dyslexia and autism spectrum disorder (ASD), neural oscillations, brain-machine interfaces for speech restoration, and the genetic underpinnings of auditory processing. They investigate how atypical neural synchrony and oscillatory activity contribute to language impairments and aim to develop therapeutic interventions such as neurofeedback and rhythmic auditory stimulation. Their recent publications reveal a strong focus on using high-resolution EEG to study neural oscillations in children with ASD, the development of brain-machine interfaces, and the integration of semantics and acoustics in speech processing through hierarchical brain rhythms. Their work bridges fundamental neuroscience with translational applications for language disorders. Scientific Awards : No awards were mentioned in the provided text. Anne-Lise Giraud leads a research team with several PhD students and post-doctoral fellows, indicating an active role in mentoring and research supervision. She is the Principal Investigator on multiple funded projects, including RnDys (rhythmic auditory stimulation for dyslexia), GeneSpeech, and a prospective cohort study on ASD. Sophie Bouton is the PI on the project 'Maturation of neuronal oscillations in children.' Their research is supported by grants from organizations like ANR and the Fondation Pour l'Audition. They are key members of the Neural Coding and Neuroengineering of Human Speech Functions team at the Hearing Institute, working alongside other researchers and clinicians on projects related to tinnitus, autism, and speech disorders.

• Speech-Language Pathology
• Autism Spectrum Disorder
• Early Childhood Development
• +5 more

Lori M. Newman is an Assistant Professor in the Department of Communication Sciences and Disorders at Long Island University (LIU Post) and serves as the Clinical Director of the Ladge Speech and Hearing Center and NTTA. She is a certified and licensed speech-language pathologist with over 20 years of clinical experience specializing in pediatric communication disorders. Education: B.A., St. Joseph's College M.A., St. John's University Her research and clinical interests focus on early childhood development and communication disorders, particularly in children from birth to age 5. She specializes in autism spectrum disorder, speech and language delays, and feeding disorders. Her work integrates evidence-based practices such as Applied Behavioral Analysis (ABA) and the Picture Exchange Communication System (PECS). She is deeply involved in the clinical training and supervision of graduate students in speech-language pathology. Lori Newman has been recognized with the ASHA Award for Continuing Education (2018–2020), reflecting her commitment to professional development. She is actively engaged in community outreach, delivering lectures and presentations to schools, libraries, and parent organizations on typical and atypical speech and language development. She holds professional memberships in several key organizations, including the American Speech-Language and Hearing Association (ASHA), Long Island Speech-Language and Hearing Association (LISHA), Greater New York Council of Academic Clinical Educators in Communication Sciences and Disorders, and the New York State Speech-Language-Hearing Association (NYSSLHA). Her leadership in clinical education underscores her role in shaping future speech-language pathologists. As Clinical Director, she oversees operations at the Ladge Speech and Hearing Center, a key training and service hub for graduate students and the local community. Her work bridges clinical practice, education, and community engagement in communication sciences.

Bertil BjerkanView profile

Associate Professor

• Social Development in Infancy
• Early Communication (Normal and Abnormal Processes)
• Deafblindness
• +4 more

Bertil Bjerkan is an Associate Professor at the Department of Psychology , UiT The Arctic University of Norway. His work focuses on developmental psychology, clinical psychology (rehabilitation), and communication disorders, with a particular emphasis on deafblindness and early communication processes. Role: Associate Professor University: UiT The Arctic University of Norway Department: Psychology Email: bertil.bjerkan@uit.no Research Interests: Social development in infancy Normal and abnormal early communication processes Deafblindness Stuttering Language disorders Clinical rehabilitation Teaching Responsibilities: PSY-1503: Språk og språkvansker PSY-2541: Barns utvikling PSY-2543: Praksis i barnehage PSY-1001: Innføring i psykologi PSY-1007: Utviklingspsykologi Collaborations: Affiliated with the Regional Centre for the Deaf-Blind (UNN) and member of the Clinical Psychology research group at UiT.

• Educational Neuroscience
• Mathematical Development
• Neurocognitive Mechanisms
• +5 more

Bert De Smedt is a Professor at the Faculty of Psychology and Educational Sciences of KU Leuven , Belgium. He leads research in Educational Neuroscience , focusing on individual differences in children's mathematical development, neurocognitive mechanisms of arithmetic learning, and metacognitive regulation. His work combines behavioral assessments with brain imaging (EEG, fMRI) to unravel typical and atypical numerical development. His research spans multiple domains including white matter plasticity in response to schooling, mathematical language interventions for bilingual preschoolers, and neural envelope tracking for real-time attention monitoring. Current projects investigate metacognitive control mechanisms, spatial skills' role in mathematics, and causal pathways in home numeracy environments. Recent publications highlight interventions for preschool numeracy, educational neuroscience methodologies (Math4Speed tool), and longitudinal studies on arithmetic strategy development. His work demonstrates how ecologically valid parental engagement improves early math skills while challenging assumptions about domain-general cognitive control mechanisms. Scientific Awards Erik De Corte Early Career Award (2013) IMBES Early Career Award (2014) APS Academic Fellow (2016) Royal Flemish Academy Laureate (2018) As President of IMBES and Editorial Board member for journals like Developmental Science and Journal of Educational Psychology , he advances interdisciplinary research between neuroscience and education. His lab collaborates with institutions such as the KU Leuven Brain Institute and Institute for Child and Youth .

Emma EveraertView profile

Researcher

• Language Development
• Executive Functions
• Developmental Language Disorder (DLD)
• +4 more

Dr. Emma Everaert is a Researcher at the Department of Languages, Literature and Communication within Utrecht University , and currently holds a post-doc position at the Institute of Education and Child Studies at Leiden University . Her work focuses on the interplay between language development , executive functions , and neurodevelopmental disorders , particularly in children with 22q11.2 deletion syndrome and those born extremely preterm . Her research explores genetic etiology in language disorders, cognitive-linguistic relationships , and early intervention strategies . Recent projects include a meta-analysis on executive functions and academic skills , and a NWO-funded study on brain-to-behavioral cascades in preterm children. She has presented extensively at international conferences, including the 12th Biennial International 22q11.2 Conference and the International Association for the Study of Child Language . Emma's publications (2017–2023) reveal trends in comparative developmental research , emphasizing genetic homogeneity models , neurocognitive assessment , and clinical implications for speech therapists. She is actively involved in knowledge dissemination, co-authoring practitioner guides and organizing the 3T research initiative.

Elena TenenbaumView profile

Assistant Professor

• Language Acquisition
• Cognitive Development
• Autism Spectrum Disorder
• +7 more

Elena Tenenbaum is an Assistant Professor in Psychiatry and Behavioral Sciences and Psychology and Neuroscience at Duke University, where she is also a Faculty Network Member of the Duke Institute for Brain Sciences . Her research focuses on language acquisition and cognitive development in children with autism spectrum disorder (ASD) , particularly those who are minimally verbal. She employs eye-tracking , EEG , and remote assessment tools to investigate social attention, audio-visual processing, and executive function in ASD. Education: Ph.D. in Psychology from Brown University (2011), Clinical Psychology respecialization at Suffolk University. Her work bridges neuroscience and clinical psychology to understand ASD heterogeneity, with a focus on early intervention and perinatal influences . Recent publications highlight scalable remote methodologies like the RISE Battery for infant cognitive studies and LVIS for assessing communicative competence in low-verbal ASD. She has received grants including the Meeting on Language in Autism (2025-2028) and Shenoy Undergraduate Research Fellowship in Neuroscience (2025-2026). Awards include fellowships and research grants for ASD and developmental disorders. Her lab collaborates on digital phenotyping , audio-visual synchrony , and social attention mechanisms .

Laura L. KoenigView profile

Professor

• Speech Science
• Phonetics
• Speech Aerodynamics
• +6 more

Laura L. Koenig is a Professor in the Department of Communication Sciences and Disorders at the Ruth S. Ammon College of Education and Health Sciences, Adelphi University. She holds a Ph.D. from City University of New York (1998), an A.M. from the University of Pennsylvania (1991), and an A.B. from the University of Chicago (1987). Her office is located in the Hy Weinberg Center, and she can be contacted via email at lkoenig@adelphi.edu or phone at 516.877.4776. Dr. Koenig's research spans speech aerodynamics, respiratory control, laryngeal function across age groups, typical/atypical speech development, and aging effects on speech production . She develops novel measurement protocols and collaborates internationally on studies involving cochlear implants and speech disorders. Her work integrates linguistics, physiology, and clinical applications to understand speech coordination and articulation. Recent publications (2015-2023) focus on acoustic analysis of fricatives/vowels, speech intelligibility with face masks, voice quality relationships with respiration, and cross-linguistic studies (Polish, German, Greek). Key trends include pediatric speech perception, physiological aspects of prosody, and clinical phonetics, employing advanced methodologies in acoustics and electropalatography. Dr. Koenig maintains active collaborations with researchers in Berlin, Dresden (Germany), Thessaloniki (Greece), and Montclair State University. These partnerships focus on speech production protocols, cochlear implant outcomes, and childhood apraxia of speech. She teaches courses in Phonetics, Speech Science, Anatomy and Physiology, and Research Methods.

• Psycholinguistics
• Developmental Language Disorder
• Reading Comprehension
• +3 more

Ernesto Eduardo Guerra Gil is an Associate Professor at the Institute for Advanced Studies in Education , University of Concepcion. He holds a Doctorate from Bielefeld University (2014) and Psychology degrees from Universidad Mayor (2008) . His work bridges Psycholinguistics , Developmental Language Disorders , and Cognitive Aging . Doctor (Bielefeld University, 2014) Psychologist (Universidad Mayor, 2008) Graduate University Major (Universidad Mayor, 2008) Specializing in eye-tracking methodology and language processing , he investigates: Developmental Language Disorder in children and adolescents Lexical inference mechanisms in reading Cognitive aging effects on language comprehension Neural correlates of taboo language processing Linguistic context in second language acquisition Socio-pragmatic analysis of communication His 15 recent publications demonstrate interdisciplinary approaches combining eye-tracking, behavioral experiments, and electrophysiological evidence across Psycholinguistics (35%), Developmental Psychology (25%), Cognitive Neuroscience (20%), and Educational Psychology (20%). Current research projects include: Fondecyt_Anid Regular Project: Decoding and reading comprehension in students with developmental language disorder (2024-2027) Fondecyt_Anid Postdoctorate: L2 syntactic learning via structural priming (2024-2027) Fondecyt_Anid Regular: Incidental vocabulary learning in adolescence (2022-2026) He leads graduate and postgraduate courses in linguistic research methodology at the Faculty of Philosophy and Humanities, while contributing to applied linguistics education in the Faculty of Medicine.

Francesco VespignaniView profile

Associate Professor

• Sentence Processing
• ERPs (Event-Related Potentials)
• Language Comprehension
• +3 more

Francesco Vespignani is an Associate Professor at the University of Padova. His research focuses on the cognitive and neural mechanisms underlying language comprehension, particularly sentence processing, ERPs (event-related potentials), and interactions between syntax and pragmatics. He investigates how language influences visual attention, bilingualism, aging, and deafness. His work integrates psycholinguistic, ERP, and EEG methodologies. Research areas: ERPs and sentence comprehension, syntax-pragmatics interaction, language and visual attention, language in atypical populations (bilingualism, aging, deafness). Publications: Over 40 peer-reviewed articles in journals like Journal of Experimental Psychology , Brain and Language , and Discourse Processes . Recent articles highlight speaker-specific speech prediction, pragmatic leniency toward foreigners, and neural mechanisms of language processing in cochlear implant users. His work bridges cognitive psychology, neuroscience, and linguistics. Key findings include the role of novel linguistic labels in visual attention disengagement and ERP evidence of discourse expectations linked to the question under discussion. Collaborations span Italy, Germany, and the UK, focusing on bilingualism and neurocognitive language processing.