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Edward HarcourtView profile

Professor

• Ethics
• Moral Philosophy
• Practical Ethics
• +3 more

Edward Harcourt is a Professor of Philosophy at the University of Oxford and a Fellow by Special Election at Keble College. He holds dual appointments in the Department of Philosophy and the Department of Psychiatry. His research focuses on ethics, moral psychology, and the intersections of philosophy with psychoanalysis and psychiatry. He earned his BPhil and DPhil from Oxford after an undergraduate degree in Philosophy and History at Trinity College, Cambridge. Key roles include leading the Wellcome ISSF project on mental health and the AHRC International Research Network on attachment theory and virtue. He directs the Oxford Summer Schools in Philosophy and Psychiatry and serves as Academic Director of the Royal Institute of Philosophy. His work bridges ethical theory, developmental psychology, and clinical practice, addressing topics like secure attachment, moral emotions, and the ethical dimensions of psychoanalysis. Publications span edited collections like Attachment and Character (2021) and articles in journals such as Journal of Medical Ethics and European Journal of Philosophy . His research emphasizes how human virtues and moral psychology intersect with psychological health and societal structures.

David BellView profile

Associate Professor

• Musculoskeletal Injuries
• Sport Specialization
• Youth Sports Injury Prevention
• +3 more

Dr. David Bell is an Associate Professor in the Departments of Kinesiology and Orthopedics and Rehabilitation at the University of Wisconsin – Madison. He serves as Director of the Wisconsin Injury in Sport Laboratory. His research focuses on musculoskeletal injury risk factors, particularly sport specialization’s impact on youth athletes. He holds a PhD from UNC Chapel Hill and a master’s from the University of Virginia. His work has been funded by the National Athletic Trainers’ Association, American Medical Society for Sports Medicine, and American College of Sports Medicine. Key awards include the 2017 New Investigator of the Year and 2017 STOP Sports Injuries Award for best youth injury prevention paper. He authored the NATA’s 2019 official statement on sport specialization and edited a 2019 Journal of Athletic Training special issue on the topic. He currently holds a 2030 Impact Fellowship (2020–2025) from the UW-Madison School of Education. His research spans injury epidemiology, sport participation trends, and clinical practice improvements. Recent studies address opioid use after surgery, psychosocial impacts of sport specialization, and socioeconomic factors in youth sports access. He collaborates with athletic trainers nationwide to improve injury prevention strategies and healthcare equity in sports.

• Visual Perception
• Cognitive Psychology
• Developmental Science
• +6 more

Prof. Anna Franklin is a Professor of Visual Perception and Cognition at the University of Sussex's School of Psychology. She leads the Sussex Colour Group and Sussex Baby Lab , focusing on human color perception, development, and neural representation. Her research combines cognitive psychology, developmental science, and neuroscience to explore how color perception develops, influences aesthetics, and relates to conditions like autism. Key projects include ERC-funded initiatives studying environmental impact on color perception and developing the ColourSpot diagnostic app for childhood color vision deficiency. She also serves as Deputy Director of Research and Knowledge Exchange for the School of Psychology. Education includes a BA from the University of Nottingham and a PhD from the University of Surrey, followed by a postdoctoral fellowship. Her work spans 107+ publications, emphasizing interdisciplinary methods like hyperspectral imaging and fMRI. Collaborations include industry partnerships with ETTA LOVES and COSATTO to apply infant visual preference research in product design. Research grants include European Research Council awards (Starting Grant 2012-2017, Consolidator Grant 2018-2025) and a Proof of Concept grant for ColourSpot . Her labs investigate cross-cultural color categorization, infant aesthetics, and neural correlates of color processing. Future work focuses on calibrating visual systems to environmental statistics and improving early childhood color vision screening.

Tim RakowView profile

Senior Lecturer

• Judgment and Decision Making
• Risk Communication
• Clinical Decision Making
• +3 more

Dr Tim Rakow is a Reader in Psychology and Deputy Director of the BSc Psychology program at King's College London's Institute of Psychiatry, Psychology & Neuroscience. He holds a PhD from University College London (UCL) and has over 25 years of academic experience, including roles at the University of Essex. His research focuses on judgment under uncertainty, decision-making processes, and risk communication in healthcare contexts. Rakow is an Associate Editor for Decision (APA journal) and a Principal Fellow of the Higher Education Academy. Education: PhD (UCL, 2001) on medical decision making; MSc (UCL, 1997); BSc (Durham University, 1988). Teaching: Coordinates Research Methods modules and supervises final-year projects. Leads the transition support system for BSc Psychology students and oversees the Graduate Teaching Assistant program. Research highlights include developing tools for patient decision-making in healthcare (e.g., children’s heart surgery data interpretation) and analyzing clinical judgment processes in pharmacists and clinicians. He has authored/co-authored over 70 peer-reviewed publications and contributed to three research projects funded by institutions like the British Academy and Great Ormond Street Hospital. Awards: Principal Fellow of the Higher Education Academy (2014), Leadership in education and research on decision-making methodologies. Labs/Teams: Collaborates with interdisciplinary teams on projects like the Children’s Heart Surgery Information website and risk communication frameworks for medical professionals.

Stefano NoventaView profile

Research Fellow

• Mathematical Psychology
• Psychometrics
• Psychophysics
• +7 more

Stefano Noventa is a Research Fellow at the Methods Center, Department of Social Sciences, Faculty of Economics and Social Sciences, University of Tübingen. He has held multiple postdoctoral positions at the University of Tübingen and previously at the University of Verona and the University of Padova. Education: Ph.D. in Cognitive Psychology, University of Padova (2011) M.Sc. in Physics, University of Padova (2006) Studies in Physics, University of Padova (1999–2006) International Visiting Graduate Student, University of Toronto (2009, 2010) Dr. Noventa's research lies at the intersection of mathematical psychology, psychometrics, and psychophysics, with a focus on developing and unifying quantitative models of human cognition and assessment. His work integrates Item Response Theory (IRT) and Knowledge Space Theory (KST) to create more robust frameworks for educational and psychological measurement. He investigates latent variable models, probabilistic knowledge structures, and the identifiability of complex psychometric models, often applying these to domains such as education, organizational psychology, and entrepreneurship. His recent publications (2020–2024) demonstrate a strong trend toward theoretical integration, particularly in bridging cognitive diagnosis models with traditional psychometric frameworks. The articles emphasize mathematical rigor, model generalization, and empirical validation, with applications in both cognitive science and applied psychology. Topics include the unification of assessment models, parameter estimation under local dependence, and the modeling of intuitive physical reasoning. Scientific Awards: No awards or honors listed in the provided text. Dr. Noventa has not been explicitly mentioned as an advisor to students, but he has served as a corresponding author and collaborator on multiple research projects, indicating a leadership role in research teams. He has been involved in a DFG-funded project (GLI NON-NORM) since 2019, suggesting active grant participation. His work is highly collaborative, involving researchers from Germany, Italy, Austria, and Canada. Labs and Research Groups: Methods Center, University of Tübingen Hector Institute of Education Science and Psychology, University of Tübingen Center of Assessment, University of Verona Department of General Psychology, University of Padova

• Autism
• Attention
• Literacy
• +3 more

Schea N Fissel, Ph.D., CCC-SLP, is an Associate Professor in the Department of Speech-Language Pathology at Midwestern University's College of Health Sciences, Glendale campus. She holds a Ph.D. from Kent State University (2018), an M.A. (2008), and B.S. (2006) from Western Michigan University. Her educational background includes: Ph.D., Kent State University, 2018 M.A., Western Michigan University, 2008 B.S., Western Michigan University, 2006 Dr. Fissel's research examines how attentional resources are dynamically recruited by complex visual stimuli like human faces and biological motion, with emphasis on neurodiverse populations. She investigates automatic attention processes in social communication and how these differ in autism spectrum disorder, focusing on autism, attention, and literacy dynamics. Her work applies complexity theory to understand information processing in social contexts. Her publications (2019-2025) reveal strong thematic continuity in autism research, attention mechanisms, and clinical education. Key trends include music's impact on attention, evidence-based practice critiques in autism services, second-language processing interactions, and reading comprehension in traumatic brain injury. The work consistently bridges cognitive theory with speech-language pathology applications. Dr. Fissel teaches core graduate courses including Child Language and Learning II/III (SLPPG 522/533) and Communication Disorders in Autism (SLPPG 623), alongside capstone sequences (SLPPG 505/506/606/607) and thesis supervision (SLPPG 670). Her teaching portfolio demonstrates active mentorship through evidence-based practice instruction and clinical research guidance, preparing students for professional practice in speech-language pathology.

David A. GalloView profile

Professor

• Cognitive Neuroscience
• Memory Accuracy and Distortion
• Aging and Alzheimer’s Disease
• +3 more

David A. Gallo is a Professor at the University of Chicago, affiliated with the Department of Psychology. He joined the faculty in 2005 after completing a B.A. at Wesleyan University (1997), a Ph.D. at Washington University in St. Louis (2002), and an NIH-sponsored postdoctoral fellowship at Harvard University. His research focuses on neurocognitive processes of human memory, particularly memory accuracy, distortion, aging effects, and Alzheimer’s disease. He explores how memory is actively reconstructed and influenced by contextual and pharmacological factors. Key research interests include metacognitive and nonconscious processes, cognitive neuroscience, and evolutionary psychology. He investigates how stereotypes, psychoactive drugs, and contextual cues affect memory accuracy and monitoring. His lab, the Memory Research Lab, employs neuroimaging, behavioral experiments, and pharmacological interventions to study these phenomena. His recent articles highlight studies on transcranial direct current stimulation (tDCS), contextual reinstatement effects, and drug-induced memory modulation. He emphasizes the role of distinctiveness in reducing memory errors and examines the neural mechanisms underlying retrieval monitoring. His work spans developmental, clinical, and applied domains, with implications for aging populations and cognitive health. Gallo teaches courses such as Cognitive Neuroscience of Aging and Evolutionary Psychology, integrating empirical research with theoretical frameworks. His contributions bridge basic science and clinical applications, addressing challenges in memory disorders and cognitive enhancement strategies.

Kimberly BeckerView profile

Professor

• Child Mental Health
• Treatment Engagement
• Clinical Decision Support
• +3 more

Kimberly Becker is Professor in the Department of Psychology at the McCausland College of Arts and Sciences, University of South Carolina. She holds a BA from College of William & Mary, PhD from University of Arizona, Clinical Respecialization Certificate from University of Hawaii, completed clinical internship at Kennedy Krieger Institute, and postdoctoral fellowship at Johns Hopkins University. Dr. Becker directs the Becker Lab focused on extending mental health service reach and effectiveness. Her research encompasses: Treatment engagement strategies for youth/families Clinical decision support tools development Workforce training through supervision/coaching Expanding mental health workforce capacity School-based intervention implementation Dr. Becker's publications demonstrate consistent focus on mental health services research. Recent work (2023-2025) examines clinical decision-making, implementation science, school-based services during COVID-19, and cross-cultural interventions. Her articles frequently address treatment engagement barriers, workforce development, and scalable service models in diverse settings. Her research has been supported by: William T. Grant Foundation Klingenstein Foundation National Institute on Drug Abuse She trains doctoral students in evidence-based psychosocial treatments and clinical decision-making. Dr. Becker mentors students in developing research programs to improve mental health services for underserved populations. She leads the Becker Lab whose mission emphasizes equity, authentic partnerships, applied science, and paradigm-shifting approaches to children's mental health services.

• Social Psychology
• Emotion Psychology
• Morality
• +5 more

Nicolay Gausel is a Professor of Psychology at the University of Stavanger , affiliated with the Faculty of Social Sciences and Department of Social Sciences. His research spans social psychology, emotion psychology, and cultural studies. Research areas include morality, self-critical emotions, psychological defense, and stigma. Collaborates across disciplines: business, neuroscience, criminology, philosophy, and climate work. Methodological expertise in confirmatory designs, qualitative/quantitative methods, and applied statistics. His work explores interpersonal dynamics of shame, moral emotions, and cross-cultural selfhood. Articles highlight interdisciplinary applications, from family therapy to global personhood models. Current projects address identity, stigma, and social justice issues.

Amany FaragView profile

Associate Professor

• Patient Safety
• Medication Safety
• Nurse Fatigue
• +4 more

Amany Farag is a tenured Associate Professor at the University of Iowa College of Nursing and Co-Director of the VA Quality Scholars Program (Iowa City site). Her work bridges nursing science, human factors engineering, and data science to address critical patient safety challenges, with a specific focus on medication administration practices across healthcare settings. Education: Postdoctoral Scholar, Case Western Reserve University, Frances Payne Bolton School of Nursing PhD, Case Western Reserve University, Frances Payne Bolton School of Nursing MSN, University of Alexandria, Alexandria Egypt BSN, University of Alexandria, Alexandria Egypt Dr. Farag's research centers on reactive and proactive approaches to patient safety , with dual emphasis on medication error reporting systems and nurse fatigue prevention. Her work integrates human factors engineering and machine learning to develop novel interventions. Key themes include understanding how social and system factors influence nurses' error reporting behaviors, examining fatigue as a precursor to errors, and developing self-management strategies for nurse wellness. Recent projects explore intershift recovery, sleep hygiene using consumer technology, and the impact of shift work on cognitive performance. Publication trends reveal a strong focus on interdisciplinary safety science , with consistent output in nursing, human factors, and healthcare quality journals. Her work increasingly incorporates AI methodologies while maintaining clinical relevance to frontline nursing practice. Scientific Recognition: Mary Hanna Memorial Journalism Award (Journal of Peri-Anesthesia Nursing, 2016) Author of the Year (Journal of Emergency Medicine, 2018) Junior Investigator Award (Midwest Nursing Research Society, 2018) Rogers Endowed Lectureship Award (Mississippi Medical Center, 2018) Dr. Farag secures significant funding from national agencies including the National Council of State Boards of Nursing (NCSBN), NIOSH-funded Healthier Workforce Center of the Midwest, CDC-funded Injury Prevention Research Center, and University of Iowa Institute for Clinical and Translational Science. Her collaborative approach spans nursing, data science, ergonomics, and public health teams. As Co-Director of the VA Quality Scholars Program, she mentors future healthcare quality leaders while advancing her research on medication safety systems and nurse fatigue mitigation strategies through interdisciplinary partnerships.

• Clinical Reasoning
• Diagnosis
• Medical Education
• +6 more

Rabih Geha, MD is an Associate Professor of Medicine at the University of California, San Francisco (UCSF) School of Medicine. Based at the San Francisco VA Medical Center, he serves as the Director of Education for the Emergency Department, overseeing the education of Psychiatry, Emergency Medicine, and Internal Medicine residents. Clinically, Dr. Geha splits his time between the emergency room and the inpatient teaching wards, bringing practical experience to his educational roles. Dr. Geha completed his medical education at Alpert Medical School of Brown University in Providence, RI (MD, 2014), followed by residency training at UCSF (2017) and a chief residency at UCSF (2018). His educational background has provided a strong foundation for his current roles in medical education and clinical practice. Dr. Geha's research and professional interests center on clinical reasoning, diagnosis, medical education, and diagnostic schema development. He is particularly focused on innovative approaches to teaching diagnostic reasoning and improving medical decision-making processes. His work addresses critical challenges in medical education, including developing tolerance for ambiguity among medical students, addressing cognitive biases in clinical reasoning, and creating effective frameworks for diagnostic problem-solving. Dr. Geha is passionate about anti-racism initiatives in medicine and promoting women in medicine through his educational platforms. Analysis of Dr. Geha's publication record reveals a consistent focus on clinical reasoning education and diagnostic challenges. His work spans various medical specialties including internal medicine, hospital medicine, dermatology, endocrinology, and infectious diseases, demonstrating his broad clinical expertise. A notable trend in his research is the development of innovative educational tools and frameworks for clinical reasoning, including the exploration of natural language processing applications for case library development. His publications frequently address cognitive aspects of medical decision-making, diagnostic errors, and strategies for improving diagnostic accuracy. Dr. Geha is the co-founder of Clinical Problem Solvers, a multimodal medical education venture run by a global and diverse team. This initiative hosts a weekly podcast covering topics such as diagnostic reasoning, anti-racism, and women in medicine, along with virtual morning reports and a clinical reasoning training academy. Through this platform, he has significantly impacted medical education beyond the UCSF campus, reaching a worldwide audience of medical learners and educators.

Ximena ArriagaView profile

Professor

• Intimate Partner Violence
• Sexual Risk-Taking
• Attachment Theory
• +4 more

Ximena Arriaga is a Professor in the Department of Psychological Sciences at Purdue University. Her research focuses on intimate partner violence, adult attachment dynamics, and social psychological factors in interpersonal relationships. She teaches courses in experimental methods and social psychology, and leads the ARCC Lab (Aggression, Relationships, and Coping Collaborative). Ph.D. from University of North Carolina at Chapel Hill Research interests span three domains: Intimate Partner Violence : Examines victim/perpetrator justification mechanisms, social support responses, and longitudinal impacts. Attachment Theory : Studies relationship security during life transitions (e.g., parenthood) and contextual influences like the COVID-19 pandemic. Social Dynamics : Investigates confrontation scenarios, trust mechanisms, and interdependence theory applications. Her 2019-2025 publications reveal methodological diversity, combining experimental designs, longitudinal analysis, and machine learning techniques to study relational patterns. Themes include violence normalization, coping trajectories, and contextual factors shaping relationship outcomes.

Don DavisView profile

Professor

• Positive Psychology
• Humility Studies
• Forgiveness Research
• +2 more

Don Davis is a Professor in the Department of Counseling at Georgia State University's College of Education & Human Development. He serves as program coordinator for Counseling Psychology and teaches in Clinical Mental Health and Counselor Education programs. Research Focus: Dr. Davis directs the Humility and the Advancement of Positive Psychology Interventions (HAPPI) Lab, which conducts basic and applied research on virtues including humility, forgiveness, and gratitude. His work also examines spirituality as an aspect of diversity in counseling. He leads a $6 million John Templeton Foundation grant project investigating intellectual humility development and intervention contexts. Publications explore cultural humility in clinical supervision, religious/spiritual struggles, existential humility, and multicultural counseling processes. Recent work examines how virtues like humility and gratitude impact therapeutic relationships and psychological well-being across diverse populations. Key Research Areas: Positive Psychology Interventions Cultural Humility in Counseling Spirituality and Mental Health Virtue Development in Clinical Practice

• Creativity Neuroscience
• Biological Mechanisms of Cognitive Functions
• Affective Neuroscience
• +3 more

Andreas Fink serves as a University Professor at the Institute of Psychology within the Faculty of Natural Sciences at Karl-Franzens-University Graz, Austria. His research bridges cognitive neuroscience, psychology, and sports science with a particular emphasis on understanding the neurobiological foundations of creative thinking and emotional processing. As a leading figure in creativity neuroscience, Professor Fink employs advanced methodologies including EEG, fMRI, and ambulatory monitoring to investigate how physical activity influences brain function and cognitive performance. His work has significant implications for mental health interventions and cognitive enhancement strategies across various populations. Professor Fink's research interests center on three interconnected domains: biological mechanisms of cognitive and affective functions, creativity neuroscience, and the relationship between physical activity and brain health. His laboratory investigates how physical exercise influences neural processes related to creativity, emotion regulation, and cognitive performance through both basic neuroscience research and applied interventions. A hallmark of his approach is examining EEG alpha power during creative ideation tasks while simultaneously exploring how running, dance, and other physical activities can improve mental health outcomes and cognitive functioning. His work spans from laboratory-based experimental designs to real-world interventions with ecological validity. Analysis of Professor Fink's recent publication trajectory reveals a sophisticated evolution in his research focus, with increasing emphasis on the intersection of physical movement, brain function, and creative cognition. His work has progressively incorporated more ecologically valid approaches using ambulatory monitoring to study creativity in natural contexts, while maintaining rigorous neuroscience methodology. A consistent theme across his publications is neuroplasticity, particularly how physical exercise interventions induce structural and functional brain changes, with special attention to hippocampal volume and white matter integrity. His research has expanded to explore specialized forms of creativity including malevolent creativity and the nuanced relationship between everyday movement patterns and creative cognition. 2009 Psychology Prize for innovative scientific or practical work for his habilitation thesis 'The neuroscientific study of creative thinking' from the Professional Association of Austrian Psychologists (BÖP) and the Austrian Psychological Society (ÖGP) Professor Fink currently leads multiple significant research initiatives funded by the Austrian Science Fund (FWF), including 'Neuronal mechanisms underlying the generation of creative solutions in complex environments' (2016-2018), 'Running Away From Depression with Your Brain and Your Heart' (2022-2025), and 'Dance and Brain' (2024-2026). These projects demonstrate his commitment to translating basic neuroscience findings into practical interventions for mental health. While specific doctoral students aren't listed in the provided materials, his position as a full professor and principal investigator on multiple grants indicates active mentorship of junior researchers and graduate students. His collaborative approach is evident through interdisciplinary partnerships spanning psychology, neuroscience, sports science, and clinical practice. Professor Fink is an active member of the 'Complexity of Life' profile area at the University of Graz and participates in the 'Brain and Behavior' research network. His laboratory environment fosters interdisciplinary collaboration, bringing together researchers from diverse backgrounds to tackle complex questions about the brain-mind-body connection. Current projects suggest his team employs a multimodal approach combining neuroimaging, physiological monitoring, behavioral assessments, and intervention studies to comprehensively investigate how physical activity influences brain function and creative cognition. His 'Running Away From Depression' project exemplifies his translational research focus, directly connecting basic neuroscience findings to clinical applications for mental health improvement.

Timothy W CurbyView profile

Professor

• Emotion-focused teaching
• Early childhood education
• Teacher-student interactions
• +3 more

Timothy W Curby is a Professor in the Applied Developmental Psychology department at George Mason University . His research focuses on early childhood classroom experiences, teacher-child interactions, and the application of advanced statistical models to educational research. He leads the Development in School Contexts (DISC) Lab , which examines how teacher-student interactions drive children's emotional and social development, with a particular emphasis on creating observational measures like the Emotion Teaching Rating Scale (EMOTERS) . Dr. Curby is also involved in partnerships with institutions such as the University of Illinois at Chicago, supporting professional development for preschool teachers through coaching and learning communities. Education: PhD in Educational Psychology—Learning and Development (University of Virginia), MA in Teaching (University of Michigan), BS in General Biology (University of Michigan) Key Research Areas: Emotion-focused teaching, classroom quality measurement, trauma-informed practices, and statistical modeling of teacher-child interactions Grants: Co-Principal Investigator for the Chicago Early Childhood Preparation and Pathway Partnership (US Department of Education, 2019–2024); Statistician for NIH-funded studies on parent-adolescent interactions and substance use Students Supervised: Vera Hawa, Negar Fatahi, Laura Rose Elizabeth Stokes, and others Teaching: Courses in developmental psychology, longitudinal data analysis, and multivariate statistics