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Martha Ann Bell is a University Distinguished Professor of Psychology and College of Science Faculty Fellow at Virginia Tech. She leads the Cognition, Affect, and Psychophysiology (CAP) Lab, focusing on developmental cognitive neuroscience and the integration of emotion and cognition in early development. Her work examines EEG/ECG biomarkers, executive function, temperament, and maternal-child interactions. Dr. Bell holds a PhD in Human Development from the University of Maryland (1992), an MS in Child and Family Studies from the University of Tennessee (1983), and a BS in Home Economics from Carson-Newman College (1978). She has held progressive roles from Assistant Professor (1996) to her current distinguished title. Her research interests include developmental changes in brain-behavior relations, neurophysiological correlates of emotion regulation, and longitudinal predictors of child development. Recent work explores maternal emotion coaching, EEG neuromarkers of ADHD, and the neurodevelopmental impacts of nutrition. Key awards include the Virginia Tech University Distinguished Professorship (2021) and College of Science Faculty Fellowship (2019–2025). Her publications span developmental psychobiology, neuroimaging methods, and temperament-behavior links. Dr. Bell’s advising and grants focus on interdisciplinary developmental science. The CAP Lab collaborates on projects involving infant neuroimaging, maternal-child physiology, and early childhood interventions.

• Developmental Cognitive Neuroscience
• Developmental Psychophysiology
• Executive Function
• +4 more

Judi Mesman is a Professor of the Interdisciplinary Study of Social Challenges at Leiden University, where she also holds the position of University Professor of Societal Responsibility and Impact since 2024. She is affiliated with the School of Governance and Global Affairs and the Department of Education and Child Studies. Previously, she served as Dean of Leiden University College The Hague from 2016 to 2022 and as Scientific Director of the Institute of Education and Child Studies from 2012 to 2016. Mesman's research focuses on social (in)justice, particularly intergenerational issues at individual and institutional levels. Her work examines how social and cultural norms in children's upbringing and education influence their self-image and worldview, with special attention to how children perceive and internalize norms regarding sexuality, ethnicity, and gender. She investigates how parents and educators unintentionally transfer prejudices to children through subtle messages and implicit stereotyping. Mesman's research program has significant societal impact, as demonstrated by her receipt of the prestigious Stevin Prize in 2021, the highest award in the Netherlands for researchers who effectively translate knowledge into societal benefits. Her work has influenced educational publishers, teacher training programs, and diversity initiatives. She has conducted studies on implicit stereotyping in schoolbooks and developed interventions to promote anti-racist education. Stevin Prize (2021) Member of Royal Netherlands Academy of Arts and Sciences (2018) Member of Royal Holland Society of Sciences and Humanities Recipient of NWO Veni, Vidi, Vici grants Recipient of ERC Starting and Consolidator Grants Mesman has supervised 26 PhD students to completion and teaches Intercultural Pedagogy in the Bachelor's program in Educational Sciences. She has developed the minor 'The (Un)Just Society' and created a podcast series on working with youth in a multicultural society, for which she received a teaching award. Her current research focuses on how norms and values about gender, ethnicity, and sexuality are transferred among professionals who work with children, including in teacher training programs.

• Social Justice
• Intercultural Pedagogy
• Child Development
• +5 more

Anne Behnke Kinney is a Professor of Chinese at the University of Virginia, specializing in early Chinese literature, thought, and social history. Her work focuses on the history of childhood and women in premodern China, combining traditional texts with archaeological materials. Early Chinese literature History of childhood in China History of women in premodern China Her research explores cultural connotations of childhood and gender in Han Dynasty historical texts, linking them to cosmology, medicine, law, and statecraft. She has produced critical translations of foundational works like the Lienu Zhuan and Qianfulun , highlighting their societal and philosophical implications. Recent publications include Essays of a Recluse (2025) and Exemplary Women of Early China (2014). Her scholarship traces themes in Han-era narratives, emphasizing vulnerabilities of high-status children and parental authority.

• Early Chinese literature
• Early Chinese thought
• Social history
• +2 more

Dr. Mona Tokarek LaFosse serves as Assistant Professor of New Testament and Sacred Literature Studies (Teaching Stream) at the University of Toronto's Faculty of Divinity through a joint appointment at Emmanuel College and Victoria College. She teaches across undergraduate, basic-degree, and graduate programs at Victoria University, specializing in New Testament studies and early Christian history through interdisciplinary lenses. Her educational background includes a PhD from the University of Toronto's Department for the Study of Religion (2011), MA in Religion and Culture from Wilfrid Laurier University (2001), Honors BA in Anthropology from the University of Waterloo (1998), and Biblical Studies certificate from Columbia Bible College (1994). She previously taught at Martin Luther University College, Wilfrid Laurier University, Huron University College, and the University of Toronto. Dr. LaFosse approaches New Testament scholarship through cultural anthropology, storytelling theory, and age studies. Her research examines early Christian communities through the lens of age structure, intergenerational dynamics, and oral storytelling practices. She explores how life course stages shaped social relationships in the ancient Mediterranean, particularly focusing on 1 Timothy's treatment of age hierarchies. Her innovative teaching methodology emphasizes 'embodied story'—integrating performance and physical engagement with texts influenced by Indigenous storytelling traditions. Her recent publications reveal a strong focus on aging in early Christianity, with 2024 articles examining age demographics and comparative gerontology. She also maintains active scholarship in oral tradition studies, particularly regarding the Gospel of Mark and Shepherd of Hermas, while contributing to academic discourse through society leadership and book reviews. Dr. LaFosse holds significant leadership roles including current service on the Canadian Society for Patristic Studies Nominating Committee (2025–26) and co-chairing the Society of Biblical Literature's Social-Scientific Criticism of the New Testament section (2025–27). She actively participates in the Canadian Society of Biblical Studies, Society of Biblical Literature, and KW Biblical Colloquium. Her distinctive teaching portfolio includes innovative courses like 'Zombies, the Bible and the End of the World' and 'Gospel of Mark as Embodied Story,' reflecting her commitment to interdisciplinary engagement with biblical texts through contemporary cultural frameworks and physical performance.

• New Testament Studies
• Early Christian History
• Cultural Anthropology
• +3 more

Paola Venuti is a Full Professor at the Department of Psychology and Cognitive Sciences, University of Trento, and currently serves as Vice-Rector for Teaching. She holds academic roles in the Faculty of Cognitive Sciences and oversees the Interdepartmental Center for Medical Sciences (CISMED). Her research focuses on child development, autism spectrum disorders, and clinical psychology, with a particular emphasis on early diagnosis and intervention. She has led international projects, including the NIH-NICHD study on mother-infant relationships, and pioneered observational methods for assessing developmental disorders. Education: Laurea in Psychology (1980, University of Padua), PhD in Social and Developmental Psychology (1987), and postdoctoral research (1992–1994). She has held academic positions at the University of Padua and the Second University of Naples before joining the University of Trento in 2002. Research interests span developmental psychology, clinical interventions for neurodevelopmental disorders, and cross-cultural studies on parenting. She coordinates the Observation and Functional Diagnosis Laboratory and supervises clinical teams in rehabilitation and educational settings. Grants and Projects: Coordinated national and international projects, including the PRIN-funded study on early autism indicators and NIH-NICHD collaborations. She has authored numerous articles in journals like Developmental Psychology and Child Development , focusing on parent-child interaction, autism screening, and cognitive development. Labs/Teams: Leads the Observation and Functional Diagnosis Lab, collaborating with institutions like the Stella Maris Research Institute (Pisa) and rehabilitation centers in Trentino. Supervises postdocs, doctoral students, and researchers in cognitive and developmental studies.

• Developmental Psychology
• Clinical Psychology
• Autism Spectrum Disorders
• +3 more

Kathleen M. Brown is the David Boies Professor of History at the University of Pennsylvania's School of Arts & Sciences, specializing in gender and race in early America and the Atlantic World. She teaches a wide range of undergraduate and graduate courses on comparative slavery, colonial America, history of the body, race and sex in early America, and Atlantic history. Her educational background includes a Ph.D. (1990) and M.A. (1985) from the University of Wisconsin-Madison and a B.A. (1981) from Wesleyan University. Brown has been instrumental in the Penn & Slavery project since 2017 as the project's lead faculty historian. Brown's research focuses on the intersections of gender, race, and power in colonial contexts, with particular attention to bodily integrity, cleanliness practices, and the medical and legal dimensions of slavery and abolition. Her work demonstrates how bodily experiences were central to understanding power dynamics in early America and how racial categories were constructed through gendered frameworks. Her publications reveal consistent scholarly engagement with how bodies—particularly female bodies and Black bodies—were sites of political struggle, medical inquiry, and cultural meaning-making in the early Atlantic world. The trajectory of her work shows an evolution from examining colonial Virginia's gendered power structures to analyzing transatlantic abolitionist movements through the lens of bodily politics. Dunning Prize of the American Historical Association (for Good Wives, Nasty Wenches, and Anxious Patriarchs) Organization of American Historians' Lawrence Levine Book Prize for cultural history (for Foul Bodies) Society of the History of the Early American Republic Book Prize (for Foul Bodies) Guggenheim Fellowship (2015-2016) Brown has received significant research support through fellowships from the Omohundro Institute for Early American Studies, the American Antiquarian Society, the National Endowment for the Humanities, and the Bunting Institute at Radcliffe College. She serves as Co-Editor of the Early American Studies monograph series and is affiliated with Penn GSWS, the Center for Research in Feminist Queer and Transgender Studies, Africana Studies, and History and Sociology of Science.

• Gender and race in early America
• Atlantic World history
• Comparative slavery
• +5 more

Professor Andy Byford is a Professor and Director of Research at Durham University’s School of Modern Languages and Cultures. His work focuses on the history of science, education, and human-animal relations in Russia and the USSR. He leads research projects on Soviet primate studies, child science, and the intelligentsia’s role in academic institutions. His research spans interdisciplinary topics such as the historical construction of animal mentality, the rise of child studies in Russia, and the intersection of science with socio-political changes. He has authored books like *Science of the Child in Late Imperial and Early Soviet Russia* and edited volumes on transnational Russian studies. Publications highlight his expertise in Soviet-era pedagogy, child welfare policies, and the legacy of repressed sciences like pedology. Recent work addresses the implications of Russia-Ukraine tensions on academic fields. He supervises PhD students in Russian history and culture, emphasizing topics like human-animal relations and Soviet-era education systems. His contributions include over 30 journal articles and book chapters, exploring themes such as eugenics, Cold War science, and migrant communities. While no formal awards are listed, his extensive scholarly output underscores his influence in Russian studies.

• History of Science in Russia
• History of Education in Russia
• Human-Animal Relations
• +3 more

Alejandro J. Ganimian is an Associate Professor of Applied Psychology and Economics (with tenure) at New York University's Steinhardt School of Culture, Education, and Human Development, and a Visiting Associate Professor of Education at the Harvard Graduate School of Education. His interdisciplinary research bridges economics, psychology, and education policy to address critical challenges in educational systems, particularly in low- and middle-income countries, with a focus on transitioning from providing schooling to ensuring learning for all. Education: Doctorate in Quantitative Policy Analysis in Education (with concentration in economics) from Harvard University, where he was a fellow in the Multidisciplinary Program in Inequality and Social Policy Master's in Educational Research from the University of Cambridge, where he was a Gates Scholar Bachelor's in International Politics from Georgetown University Postdoctoral fellow at the Abdul Latif Jameel Poverty Action Lab (J-PAL) Ganimian's research centers on addressing educational challenges for "first-generation learners" in low- and middle-income countries. His methodology combines cutting-edge experimental designs from economics with innovative measures from education and psychology to evaluate causal effects of policies at scale. He specifically investigates how to prepare children for educational transitions, support teachers in large heterogeneous classrooms, and encourage principals to allocate resources to students who need them most. His work spans educational assessment, technology in education, teacher policies, and school management, with fieldwork conducted primarily in Latin America and South Asia. His research has been published in top journals including Nature , American Economic Review , Journal of Political Economy , and Review of Educational Research . Scientific Awards and Affiliations: Jacobs Foundation Research Fellow National Academy of Education/Spencer Foundation Post-Doctoral Fellow Gates Scholar Advisory-Board member at the Organization of Ibero-American States for Education, Science, and Culture (OEI) Non-Resident Fellow at the Center for Universal Education at the Brookings Institution Invited Researcher at the Abdul Latif Jameel Poverty Action Lab (J-PAL) at MIT Member of the CESifo Network on Economics of Education Ganimian actively mentors doctoral students at NYU, with primary advisee Verónica Mesalles and secondary or co-advisees including Sorana Acris, Berta Bartoli, Arja Dayal, Trenel Francis-Porter, and Jessica Siegel. His former advisees have secured prestigious positions at institutions including Oxford University, UC Irvine, Duke University, and Stanford University. He has consulted for major international organizations including the Bill & Melinda Gates Foundation, World Bank, and Inter-American Development Bank, and co-founded educational initiatives "Enseñá por Argentina" and "Educar y Crecer" in Argentina.

• Educational Assessment
• Education Technology
• Teacher Policies
• +6 more

Richard A. Shweder is the Harold H. Swift Distinguished Service Professor of Human Development at the University of Chicago, where he has been since 1972. He is a leading figure in cultural psychology and anthropological research, focusing on moral reasoning, cultural migration, and multiculturalism. His work critiques Western liberal assumptions, emphasizing robust cultural pluralism and the complexities of cross-cultural ethical conflicts. Shweder's research spans decades in Bhubaneswar, India, examining family practices, gender roles, and moral foundations. Education: Ph.D. in Social Anthropology from Harvard University (1972). Notable visiting roles include fellowships at the Center for Advanced Study in the Behavioral Sciences, Stanford University, and the Institute for Advanced Study in Berlin. Research interests include cultural psychology, moral pluralism, and the challenges of multiculturalism in liberal democracies. His books, such as Thinking Through Cultures and Why Do Men Barbecue? , explore how cultural contexts shape thought and emotion. He critiques global human rights campaigns, particularly regarding female genital surgeries, advocating for nuanced cultural understanding. Scientific awards include the Guggenheim Fellowship (1985), Carnegie Scholar (2002), and the Lifetime Achievement Award from the Society for Psychological Anthropology (2016). He has served as President of the Society for Psychological Anthropology and co-chaired projects on law and culture. Recent work focuses on the moral challenges of cultural migration and the limits of tolerance in Western societies. His 2020 lecture on moral absolutes and 2023 publications on gender equality in religious practices highlight ongoing debates in cultural anthropology. Shweder actively engages in public discourse through podcasts, interviews, and critiques of academic politics, such as opposing academic boycotts of Israeli institutions. His academic roles include teaching courses like Moral Psychology and Comparative Ethics and When Cultures Collide . He advises students on cultural migration and ethical pluralism, with notable contributions to encyclopedic references like The Child: An Encyclopedic Companion .

• Cultural Psychology
• Anthropology
• Moral Development
• +5 more

Monika Abels is an Associate Professor at UiT The Arctic University of Norway , affiliated with the Child development research group. Her work focuses on cross-cultural child development, infant socialization, emotion regulation, and the impact of digital technology on parental responsiveness. Research Interests : Child development, cross-cultural parenting, emotion understanding, hunter-gatherer societies, and fieldwork ethics. Labs/Teams : Member of the Barns utvikling (Child Development) research group at UiT. Recent Research Trends : Her publications highlight comparative studies across Norway, Tanzania, India, and sub-Saharan Africa, examining infant sleep, parental phone use, triadic interactions, and cultural differences in hidden emotion understanding. Collaborative work with African communities (San, Hadza) explores regulatory and ethical fieldwork challenges. Email : m.abels@uit.no

• Child Development
• Parenting Practices
• Cross-Cultural Psychology
• +5 more

Robert J. Sternberg is a Professor of Psychology at Cornell University's College of Human Ecology, with honorary roles at Heidelberg University (Germany). He has held prestigious administrative positions including President of the University of Wyoming, Provost at Oklahoma State University, and Dean of Arts and Sciences at Tufts University. His research focuses on intelligence, creativity, wisdom, thinking styles, and emotional dynamics like love and hate. Sternberg is renowned for developing theories such as the Triarchic Theory of Intelligence and the Triangular Theory of Love. With an h-index of 237 and over 241,000 citations, he is among the most cited psychologists globally. He holds 13 honorary doctorates and fellowships in leading academies, including the American Academy of Arts and Sciences. His work emphasizes educational reform to better assess and nurture non-traditional learning styles. Awards include the Grawemeyer Award and multiple presidential recognitions. Sternberg advocates for transformative creativity and ethical leadership, aiming to align education with real-world problem-solving. Education Background: Not explicitly detailed in text, but extensive academic and administrative leadership roles suggest advanced degrees in Psychology and Education. His career includes Yale University (research/teaching), Tufts, Oklahoma State, and the University of Wyoming. Research Interests: Sternberg’s work spans cognitive and social psychology, focusing on: Intelligence components (analytical, creative, practical) Creativity development and assessment Wisdom in leadership and decision-making Love/hate dynamics and their societal implications Adaptive educational practices Giftedness identification and nurturing Awards & Recognition: Over 40 major honors including APA’s William James Fellow Award, Grawemeyer Award, and listings as one of the top psychologists of the 20th century. His influence ranks #7 among American psychologists (Research.com, 2024). Advising & Grants: No formal student list provided, but leadership roles imply extensive mentoring. Grants and funding details not explicitly stated in text. Professional Activities: Former APA President, editor of top journals (Perspectives on Psychological Science), and leader in international academic organizations. Current focus includes advocacy for admissions reforms and ethical leadership in education.

• Intelligence
• Creativity
• Wisdom
• +8 more

Dr. Lianne Bakkum is an Assistant Professor at the Vrije Universiteit Amsterdam within the Faculty of Behavioural and Movement Sciences, holding affiliations in Clinical Child and Family Studies, APH - Mental Health, and LEARN! - Child rearing. She earned her PhD in Public Health and Primary Care from the University of Cambridge (2017–2021), focusing on attachment and trauma in the Adult Attachment Interview. Her research explores intellectual disability, child protection systems, mental health interventions, and the impact of digital social contact during crises like the COVID-19 pandemic. Her work contributes to UN Sustainable Development Goals related to quality education, good health, and reduced inequalities. Key projects include reducing involuntary care in intellectual disability settings and analyzing the effectiveness of EMDR therapy for PTSD in adults with intellectual disabilities. She teaches courses on family studies, child-rearing practices, and scientific reasoning rooted in attachment theory. Bakkum’s publications emphasize interdisciplinary approaches to disability care, trauma resolution, and policy evaluation. She leads and collaborates on projects funded by academic institutions, focusing on improving outcomes for vulnerable populations through evidence-based strategies.

• Intellectual Disability
• Child Protection
• Mental Health
• +5 more

Professor Loretta Baldassar is a Vice Chancellor's Professorial Research Fellow in the School of Arts and Humanities at Edith Cowan University (ECU). She holds a Professorship in Anthropology and Sociology and leads the Social Ageing (SAGE) Futures Lab, focusing on social care across the life-course, migration studies, and digital ageing. Her work bridges social science research with creative/caring professions, emphasizing transnational families, ageing, and cultural diversity. She co-founded the Western Australian Migration Research Network and leads the TRACS Migration Research Network, collaborating internationally on projects like the UK Sustainable Care Project and the DEMIKNOW initiative. Education: PhD in Anthropology, The University of Western Australia (1995) Research Interests: Her research spans transnational families, ageing and technology, migration policy, and youth mobilities. Key projects include the ARC Discovery Project on Ageing and New Media, exploring how digital tools foster support networks for older migrants. She also collaborates on the Youth Mobilities Project, studying young people’s transnational transitions. Awards: 2020–2022 Research Field Leader in Migration Studies (Social Sciences) 2021 Research Field Leader in Ethnic and Cultural Studies (Humanities) 2016 OLT Teaching Award for Intercultural Learning Multiple fellowships and recognitions for her global impact in migration research. Grants & Impact: Over AUS$4 million in grants, leading 56 projects (20 as Lead CI). Key initiatives include the Cassamarca Australia Project (AUS$28.5M philanthropic grant for Italian studies). She advises on aged care policy and collaborates with industry/government on projects like the Australian Frailty Network. Labs/Teams: SAGE Futures Lab and TRACS Network drive innovative research in ageing and migration, emphasizing community partnerships and policy influence.

• Transnational Families
• Ageing and New Media
• Migration Studies
• +5 more

Nicholas Sammond is a Professor at Innis College, University of Toronto, with a cross-appointment at the Centre for the Study of the United States. He is a leading scholar in media and cultural studies, focusing on animation, race, childhood, and the political economy of popular media. His research integrates historical analysis with critical theory, and he is actively involved in digital humanities initiatives. Education: PhD, University of California, San Diego MPhil, University of California, San Diego BA, Wesleyan University Professor Sammond's research centers on the cultural history of American animation, particularly its entanglement with racial formations such as blackface minstrelsy, as explored in his acclaimed book Birth of an Industry . He also investigates media constructions of childhood, humor, and Cold War-era abjection in comics and animation. His work bridges film studies, cultural theory, and public engagement through digital archives. His publications reveal a consistent focus on how media shapes identity, ideology, and cultural memory. Themes across his articles include racial representation in cartoons, the politics of collecting comix, media pedagogy, and the spatial rhetoric of animation. His research often intersects with feminist media history, disability studies, and neoliberal critique. Scientific Awards: 2017 Katherine Singer Kovács Book Award of Distinction, Society for Cinema and Media Studies 2015 Richard Wall Memorial Award Finalist, Theatre Library Association 2006 Katherine Singer Kovács Book Award, Society for Cinema and Media Studies Professor Sammond has supervised graduate students and taught courses in film and media history, animation, media theory, and cultural studies at both undergraduate and graduate levels. He has received research support through academic appointments and institutional affiliations. He created the Early Animation Wiki in collaboration with ASIFA Hollywood and established an animation research station at Innis College Library, enhancing access to rare animation materials. He is currently on leave from July 2024 to September 2025. His upcoming research explores fluid abjection in Cold War comic books and animation, continuing his interdisciplinary approach to media history.

• Media Studies
• Film and Media History
• Cultural History
• +12 more

Linda Pollock is the John Christie Barr Professor of History at Tulane University, specializing in the social and cultural history of early modern England. She earned her PhD from the University of St Andrews in 1982. Her research examines childhood, family structures, emotional expression, medical practices, and religious influences in 1500-1800 Europe, with methodological emphasis on diary analysis and comparative social frameworks. Publications include award-winning books such as Forgotten Children: Parent-Child Relations from 1500 to 1900 (1983) and With Faith and Physic: The Life of a Tudor Gentlewoman (1993), translated into Japanese and Spanish. Recent work explores emotion ethics and merchant life in early modern economies. Notable honors include a national book prize (1984) and Choice Outstanding Academic Title recognition (2003). She teaches courses on Tudor-Stuart England, gender history, and historical methodologies. Dr. Pollock frequently delivers keynote addresses on affective bonds in historical contexts and directs graduate research on pre-industrial European society.

• Early Modern England
• Social History
• Childhood Studies
• +3 more