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Gary E. MartinView profile

Associate Professor

• Speech-Language Pathology
• Autism Spectrum Disorder
• Fragile X Syndrome
• +6 more

Gary E. Martin is an Associate Professor and Undergraduate Program Coordinator in the Department of Communication Sciences and Disorders (CSD) at St. John's College of Liberal Arts and Sciences, St. John's University. He also serves as Director of the MA Speech Language Pathology Program and Chair of the Task Force on Diversity, Equity, Inclusion, and Accessibility in CSD since 2020. Dr. Martin earned his educational credentials as follows: Ph.D. in Speech and Hearing Sciences from the University of North Carolina at Chapel Hill M.A. in Speech-Language Pathology from the University of Pittsburgh B.A. in Communication Sciences and Disorders from the University of Pittsburgh Dr. Martin's research focuses on speech and language development in children with neurodevelopmental disorders, particularly fragile X syndrome (FXS), autism spectrum disorder (ASD), and Down syndrome. His work emphasizes pragmatic language, prosody, and the overlap between FXS and ASD, with a growing focus on addressing the underrepresentation of marginalized groups in this research. His investigations often involve longitudinal studies examining communication across contexts and developmental trajectories. Analysis of Dr. Martin's recent publications reveals a strong emphasis on understanding language processing, narrative ability, and social communication in neurodevelopmental disorders. His research frequently employs multimethod approaches, examining both behavioral and neural aspects of communication. A notable trend is his work on familial patterns of language characteristics, exploring how traits manifest in first-degree relatives of individuals with autism. Dr. Martin is an active member of several professional organizations: American Speech-Language-Hearing Association (ASHA) International Society for Autism Research (INSAR) American Association of Intellectual and Developmental Disabilities (AAIDD) National Black Association for Speech-Language and Hearing (NBASLH) Dr. Martin has secured significant research funding, including roles as Consultant on National Institute on Deafness and Other Communication Disorders (R01) and National Institute of Mental Health (R01) grants. His research has resulted in 46 publications and over 130 presentations. He mentors students in the Speech-Language Pathology program and contributes to professional development through his leadership roles. Dr. Martin's work is conducted in collaboration with researchers at Northwestern University and other institutions, particularly through the ongoing family-genetic studies of language in autism and fragile X syndrome. His research team employs diverse methodologies including longitudinal assessments, acoustic analyses, and neural processing measurements to understand communication differences in neurodevelopmental conditions.

Sharon Ihan HsiaoView profile

Assistant Professor

• Educational Technology
• Data-Driven Engineering
• Educational Data Mining
• +4 more

Dr. Sharon Ihan Hsiao is an Assistant Professor and David Packard endowed junior fellow in the Department of Computer Science & Engineering at Santa Clara University. She previously held positions at Arizona State University and Columbia University, where she established research projects and taught courses in computer science education. Her research focuses on educational technologies, computational modeling, and adaptive learning systems, with an emphasis on AI and HCI methodologies. She actively contributes to international conferences such as EDM, LAK, and AIED, and has held leadership roles including Program Chair of the 14th International Conference on Educational Data Mining. Education: Postdoctoral studies at Columbia University (2012-2014), PhD from the University of Pittsburgh (2006-2012), MS from Royal Holloway, University of London (2003-2004), and BA from National Central University (1999-2002). Research Interests: Dr. Hsiao's work centers on leveraging technology to enhance learning, including educational data mining, programming language learning analytics, and behavior modeling. Her projects include developing tools like WebPGA for programming assessment feedback, Ogmented for augmented reality learning, and Waste Genie for sustainability education. She explores distributed practice strategies, self-regulated learning behaviors, and immersive technologies to improve educational outcomes. Awards: Recognized with the FWA Outstanding Faculty Mentor Award (ASU) and the IEEE TCLT Young Researcher Award. Grants & Projects: Secured NSF funding for CatMapper (2-year grant) and led the Waste Genie project. Her research involves collaborations with industry partners and interdisciplinary teams, focusing on topics like sustainable waste management and computational thinking. Labs & Teams: Directs the Computer Science Innovation (CSI) Lab at Arizona State University and collaborates on projects like QuizIT and PiSA, which emphasize personalized learning and adaptive feedback systems.

Bernardino Casas FernándezView profile

Adjunct Professor

• Quantitative Linguistics
• Natural Language Processing
• Polysemy
• +3 more

Bernardino Casas Fernández is an Adjunct Professor at the Departament de Llenguatges i Sistemes Informàtics (LSI) of Universitat Politècnica de Catalunya (UPC). He holds offices at both the Vilanova i la Geltrú campus (EPSEVG-VG1, Room 120) and the Barcelona campus (Campus Nord-Edifici Omega, Room 224). His research focuses on quantitative linguistics, natural language processing, polysemy analysis, and computational linguistics. He has contributed to open-source tools like FreeLing and projects such as CARPANTA for email summarization. Recent work explores semanticity in Catalan using large language models and ethical implications of generative AI in education. He maintains active involvement in computational linguistics and child language development studies. Education details are not explicitly listed, but his academic career spans from 2003 (earliest article) to 2024. He collaborates with initiatives like LAPPS (Language Acquisition and Processing Systems) and has participated in projects involving churn prediction systems and entropy estimation techniques.

Arturo E. HernandezView profile

Professor

• Cognitive Neuroscience
• Bilingual Language Processing
• Second Language Acquisition
• +3 more

Arturo E. Hernandez, Ph.D., is a Professor in the Department of Psychology at the University of Houston, specializing in the neural bases of bilingualism. He directs the Laboratory for the Neural Bases of Bilingualism (LNBB) and holds a Ph.D. from the University of California, San Diego. His research focuses on cognitive neuroscience, bilingual language processing, and second language acquisition. He has authored influential books, including *The Bilingual Brain* and *Mastery*, exploring how learning transforms the brain and cognition. Dr. Hernandez’s work integrates behavioral and neuroimaging methods to study language development, processing, and its neural correlates. His theoretical framework emphasizes emergentist views, where language abilities emerge from multiple interacting processes. He has received prestigious awards like the Wilhelm Bessel Research Award and the Fulbright Global Scholar distinction. His research also examines the cognitive effects of aging, diabetes, and exercise on brain health. He advocates for lifelong learning, emphasizing its role in maintaining cognitive well-being. His interdisciplinary approach bridges neuroscience, linguistics, and education, with a focus on bilingual children’s neurodevelopment and language proficiency. Dr. Hernandez is actively involved in mentoring, though specific advisee names are not listed. His lab collaborates on large-scale studies, such as the Adolescent Brain Cognitive Development (ABCD) project, investigating bilingualism’s neural impacts. He emphasizes public engagement through media interviews and accessible writing about cognitive science and language learning.

• Gender Studies
• Violence Prevention
• Domestic Violence
• +4 more

Renate Klein is an Associate Professor of Human Development and Family Studies at the University of Maine’s College of Education and Human Development. Her work focuses on gender-based violence prevention, with an international, interdisciplinary, and practice-oriented approach. She coordinates the European Network on Gender and Violence and co-founded the UK-based Universities against Gender-based Violence network. Dr. Klein has conducted research with organizations like the Penquis Law Project and Maine Coalition to End Domestic Violence, and received major grants from institutions including the German Research Foundation and U.S. Department of Justice. Education: B.S., 1981, University of Marburg, Germany M.S., 1984, University of Marburg, Germany Ph.D., 1989, University of Marburg, Germany (Summa cum laude) Research Interests: Gender and violence dynamics, international policy frameworks, campus sexual violence prevention, cultural sensitivity in advocacy, and the role of higher education institutions in addressing gender-based abuse. Her work emphasizes practical solutions and community partnerships. Publications: Dr. Klein’s recent research explores lifespan experiences of violence, U.S. campus violence prevention strategies, and culturally responsive approaches to gender violence. Her work appears in journals like Violence against Women and edited volumes on global violence prevention. Awards: Teal Award (Rape Response Services) Recipient of grants from German Research Foundation, UK National Lottery, and U.S. Department of Justice Teaching & Service: Teaches courses on gender violence, conflict resolution, and grant development. Advises on policy initiatives and serves as a consultant for domestic violence organizations. Active in founding and coordinating international networks focused on gender-based violence prevention.

• Children’s Literature
• Media Studies
• Cultural Studies
• +7 more

Dr. Rebecca Rowe is an Assistant Professor in the Department of Literature and Languages at Texas A&M University-Commerce. She holds a Ph.D. in English from the University of Connecticut, an M.A. in English with a Children's Literature specialization from Kansas State University, and a B.A. in English Literature and History from Hollins University. Her research focuses on children’s media, adaptation studies, and Disney cultural impact. She co-founded the International Journal of Disney Studies , the first peer-reviewed journal dedicated to Disney studies, alongside Dr. Robyn Muir. Dr. Rowe’s teaching emphasizes children’s literature, film analysis, and English education. She has developed innovative digital projects like the Our Teaching Materials Archive and Harry Potter and the Analysis of Fan Fiction . Her work bridges academic research and public engagement, including interviews with global media outlets and contributions to Disney, Culture and Society Research Network articles. Her research explores themes such as adulthood/childhood intersections, race representation in animated media, and fan communities. Notable projects include analyzing Disney’s legacy films and examining racial diversity in The Magic School Bus adaptations. She also investigates how adaptations (professional and fan-made) shape character identities through cultural and audience lenses. Dr. Rowe’s academic contributions span peer-reviewed journals ( Jeunesse , Journal of Popular Culture , Adaptation ), book chapters, and editorial roles. Her work often addresses societal tensions around adult engagement with children’s media, advocating for nuanced understandings of cultural consumption patterns.

Elaine MacKinnonView profile

Professor

• Medieval and Imperial Russia
• Soviet History
• Contemporary Russia
• +4 more

Elaine MacKinnon is a Professor of History in the School of Humanities at the University of West Georgia, affiliated with the College of Humanities, Arts, and Social Sciences. Her office is located in the Technology Learning Center (Room 3222), and she holds virtual office hours on Mondays, Tuesdays, and Thursdays from 2:00 PM to 4:00 PM, with additional availability by appointment. Education: B.A., Slavic Languages and Literature; Certificate in Russian Studies, Princeton University (1983) Certificate, Georgia NT-4 Secondary School Social Sciences Teaching, Armstrong State College (1986) M.A., Modern European History, Emory University (1990) Ph.D., Modern European History, Emory University (1995) Research Focus: Dr. MacKinnon specializes in Russian and Soviet historical studies, with core interests in Medieval/Imperial Russia, Soviet-era politics, and contemporary Russian developments. Her current research examines Stalinism's legacy, reinterpretations of Stalin by Soviet historians, and forced labor systems in the USSR. This work intersects with political repression, memory studies, and historiographical methodology. Publication Trends: Her scholarly output demonstrates consistent focus on Soviet political history, Stalinist repression, and Cold War dynamics. Recent works (2012-2020) include translated memoirs about gender survival under Stalin and analyses of childhood in the Gulag, reflecting deepened engagement with social history. Earlier publications (1993-2008) centered on leadership transitions, historical revisionism, and mass protests, often utilizing comparative frameworks and archival insights.

Kristina Wenzel EganView profile

Assistant Professor

• Health Communication
• Interpersonal Communication
• Narrative Analysis
• +3 more

Kristina Wenzel Egan is an Assistant Professor in the Department of Communication Studies at the University of St. Thomas' College of Arts and Sciences. She holds a PhD in Family Communication from the University of Missouri, an MA in Organizational Communication from North Dakota State University, and a BA in Business Administration with a Communication concentration from the University of St. Thomas, complemented by a minor in Women's Studies. Her research focuses on health and interpersonal communication, particularly how individuals navigate storytelling and narrative construction during health challenges. She employs qualitative methods like ethnography, narrative analysis, and the Retrospective Interview Technique to examine communication patterns in healthcare contexts, eldercare relationships, and family dynamics. Her work emphasizes transitions in health experiences and aims to improve communication competency among patients, families, and healthcare providers. Egan has published extensively on topics such as privacy management in eldercare, narrative explanations of caregiving, and interdisciplinary study abroad course design. She teaches courses like Interpersonal Communication and actively contributes to the university's CAS Experience programs. Her research demonstrates a commitment to understanding communication's role in fostering supportive relationships during life's most challenging moments. Her educational background spans multiple institutions, reflecting her interdisciplinary approach to communication studies. She is affiliated with the Communication Studies department and contributes to the broader academic community through peer-reviewed publications and pedagogical innovations.

• First language acquisition
• Language acquisition
• Semantic development
• +7 more

Eve Vivienne Clark is the Richard W. Lyman Professor of Humanities in the Department of Linguistics at Stanford University. She has been a faculty member at Stanford since 1971, rising from Assistant Professor to her current position as full Professor. Her extensive academic career includes numerous visiting professorships at institutions across Europe and North America. Clark's research focuses on first language acquisition, particularly examining how children acquire meaning, develop semantic understanding, and construct verb paradigms. Her work investigates pragmatic information in adult-child interactions, how children make inferences about unfamiliar words, and how they learn to distinguish homophones. She has made significant contributions to understanding how children place information in common ground during communication. Her recent scholarly output shows a consistent focus on pragmatic principles in language acquisition, with particular attention to conversational dynamics, common ground establishment, and how children process linguistic input. Her research spans multiple languages and examines both theoretical and applied aspects of language development. Foreign Member, Royal Netherlands Academy of Arts and Sciences (1991) Guggenheim Fellow (1983-1984) Fellow of multiple prestigious organizations including the American Association for the Advancement of Science, Association for Psychological Science, Cognitive Science Society, and Linguistic Society of America Richard W. Lyman Professorship in the Humanities (2007–) Clark has mentored numerous graduate students and has been instrumental in organizing the Child Language Research Forum, an influential annual conference that has shaped research in language acquisition. She has served on editorial boards for major journals including Language , Cognition , and Journal of Child Language , and has held leadership positions in professional organizations including President of the International Association for the Study of Child Language (2011-2014).

Pengfei ZhaoView profile

Assistant Professor

• Qualitative Research Methodologies
• Feminist Methodology
• Ethnographic and Cultural Studies
• +3 more

Dr. Pengfei Zhao is an Assistant Professor at McGill University's Department of Integrated Studies in Education (DISE) , part of the Faculty of Education . Specializing in qualitative methodologies, she focuses on critical ethnography, feminist approaches, and multilingual research. Her work addresses social justice, cultural translation, and ethical challenges in research. Education: Ph.D. in Inquiry Methodology, Indiana University Bloomington, U.S.A. M.A. in Literary Theory, Beijing Normal University, China B.A. in Chinese Language and Literature, Beijing Normal University, China Research Interests: Dr. Zhao explores identity formation among youth, gendered and racialized socialization, and methodological innovations in qualitative research. She emphasizes culturally responsive practices and ethical considerations in cross-cultural studies. Her work bridges critical theory, feminism, and post-colonial studies. Grants & Awards: 2024 SSHRC Insight Development Grant ($73,335 CAD): Focuses on data ethics in the digital age. 2021 Spencer Foundation Grant ($75,000 USD): Examines racial trauma and transnational Chinese families. Awards: National Academy of Education/Spencer Postdoctoral Fellow (2021) Illinois Qualitative Distinguished Dissertation Award (2019) IIQM PhD Dissertation Award (2017) Advising: Open to new graduate students for 2025 applications. Supervision areas include educational leadership, qualitative methodologies, and cross-cultural studies. Labs/Teams: Engaged in collaborative projects on feminist methodologies and digital ethnography, though specific lab names are not listed in the provided information.

Virginia ThorleyView profile

Research Fellow

• History
• Public Health Policy
• Maternal and Child Health
• +4 more

Dr. Virginia Thorley is an Honorary Research Fellow in the School of Historical and Philosophical Inquiry at The University of Queensland . Her work bridges historical analysis with contemporary public health, focusing on breastfeeding practices, maternal health policy, and the socio-historical context of infant feeding. Education : PhD (2007) and MA (2000) in History from The University of Queensland Research Themes : Historical evolution of breastfeeding, wet-nursing in colonial Australia, peer counseling in Bangladesh, and language in maternal health Her publications span Journal of Human Lactation , Breastfeeding Review , and interdisciplinary journals. Key contributions include analyzing: Medical hazards in historical wet-nursing (e.g., syphilis, infection control) Cultural and policy shifts in breastfeeding support Socioeconomic barriers to maternal health in low-income settings Her work emphasizes the interplay between volunteer mother-support movements and institutional policy frameworks, particularly in Australia and South Asia.

Amalia SkiltonView profile

Assistant Professor

• Field Linguistics
• Linguistic Anthropology
• Child-Caregiver Interaction
• +7 more

Amalia Skilton is a Chancellor's Fellow (Assistant Professor) in Linguistics & English Language at the University of Edinburgh's School of Philosophy, Psychology & Language Sciences. She is a field linguist and linguistic anthropologist specializing in Indigenous languages of the Americas, with extensive research experience in the Amazon Basin. Her research focuses on child-caregiver interaction, language acquisition, pragmatics, and documentation of endangered and Indigenous languages . Dr. Skilton has conducted over 26 months of fieldwork with speakers of Ticuna (an isolate language) and Máíhɨ̃ki (Tukanoan) in the Amazon Basin, making significant contributions to linguistic documentation of these endangered languages. Her recent scholarly work demonstrates strong trends in language documentation tools and methodologies , particularly focusing on improving workflows between ELAN and FLEx software for linguistic fieldwork. Her publications bridge theoretical linguistics with practical applications for language preservation, showing particular strength in developing tools that support Indigenous language communities. Chancellor's Fellow (prestigious early-career fellowship) Member of the Language and Society Scotland network Active participant in the linguistic academic community through conferences and collaborations Dr. Skilton has advised on language documentation projects and contributed to knowledge exchange initiatives focused on endangered languages. Her work extends to developing practical tools like Flibl that address specific challenges in linguistic fieldwork documentation. She maintains active research collaborations with institutions including MPI Nijmegen and has presented her work at major linguistic conferences including SSILA. She leads research teams focused on Amazonian language documentation and has established fieldwork protocols that prioritize community engagement and ethical research practices with Indigenous communities.

• Developmental Psychopathology
• Child Mental Health
• Early Life Stress
• +5 more

Lucy Bowes is a Professor of Developmental Psychopathology and Fellow of Magdalen College at the University of Oxford. Her research focuses on the impact of early life stress, bullying, and maltreatment on children's mental health, integrating methods from social epidemiology, developmental psychology, and behavioral genetics. She leads the Risk & Resilience research group, examining resilience-promoting factors to inform interventions. Key affiliations include the Department of Psychiatry (University of Oxford) and Magdalen College. Her work emphasizes translational research, with a strong focus on school-based anti-bullying programs (e.g., KiVa) and parenting interventions (e.g., Incredible Years). Recent studies explore dimensions of childhood adversity, bullying trajectories, and the long-term mental health impacts of victimization. She collaborates internationally, including projects in Indonesia and Lebanon focusing on refugee populations and low-resource settings. Research themes include: Genetic and environmental influences on resilience Socioeconomic determinants of mental health Adverse childhood experiences (ACEs) classification Cyberbullying and digital health literacy Post-pandemic mental health trends in youth Her publications emphasize intervention efficacy, cost-effectiveness analyses, and policy-relevant findings. Collaborative projects include large-scale randomized controlled trials and mixed-methods studies with marginalized populations.

Tara MandalaywalaView profile

Assistant Professor

• Developmental Psychology
• Social Cognition
• Social Essentialism
• +3 more

Tara Mandalaywala is Assistant Professor and Director of the Cognition Across Development Lab at Boston University's Department of Psychological & Brain Sciences. She received her PhD from the University of Chicago and conducted postdoctoral research at New York University. Previously, she was Assistant Professor at University of Massachusetts Amherst (2018-2024). Research examines developmental psychology with focus areas including social essentialism, status perception, automatic social categorization, and cross-cultural differences in reasoning. Her work investigates how children and adults perceive social groups, economic mobility, and status markers. Publications primarily focus on social cognition development from childhood through adulthood, exploring how cognitive biases emerge across cultures. Recent work examines wealth perception, fairness development, and teacher bias in educational settings.

Amy ParksView profile

Professor

• Early Childhood Education
• Mathematics Education
• Educational Equity
• +3 more

Amy Noelle Parks is a Professor in the Department of Teacher Education at Michigan State University's College of Education. She holds a Ph.D. from Michigan State University and focuses on young children's mathematical experiences, particularly for marginalized groups. Her research explores play-based learning, parental support in math, classroom emotional dynamics, and informal mathematical engagements. Education: Ph.D. in Education from Michigan State University. Office: 358 Erickson Hall. Contact: parksamy@msu.edu. Research Interests: Early childhood mathematics education Play as a pedagogical tool Educational equity and humane schooling practices Parent-child mathematical interactions Publications highlight themes of play in learning, classroom management, technology integration, and equitable teaching strategies. Her work emphasizes humanizing research practices to center children's voices and experiences.