Find Academic Supervisors

Silvia ParacchiniView profile

Professor

• Neurogenetics
• Genomics
• Human genetics
• +11 more

Silvia Paracchini is Professor of Neurogenetics and Genomics at the University of St Andrews, School of Medicine , where she leads the Neurogenetics group within the Cellular Medicine Division. She is affiliated with several interdisciplinary units including the Centre for Biophotonics, Biomedical Sciences Research Complex, Institute of Behavioural and Neural Sciences, and the St Andrews Bioinformatics Unit. Her research focuses on the genetic basis of complex cognitive and behavioral phenotypes , particularly dyslexia, handedness, language disorders, and neurodevelopmental conditions . She employs multidisciplinary approaches such as genome-wide association studies (GWAS), whole exome sequencing, polygenic scoring, and functional genomics to uncover the molecular mechanisms underlying these traits. Her work contributes to UN Sustainable Development Goals in health and well-being. Recent publications reveal strong trends in human genetics and neurodevelopmental genomics , with studies on handedness, language acquisition in bilingual children, grip strength in youth, and machine learning applications in mental health . Her research increasingly integrates public and patient involvement , as seen in work shaping UK research priorities through lived experience of learning difficulties. Fellow of the Royal Society of Biology (2018) Fellow of the Royal Society of Edinburgh (2019) Royal Society University Research Fellowship (2011) Member of the RSE Young Academy of Scotland (2013, 2014) She actively mentors postgraduate researchers and leads significant funded projects, including the Specific Learning Difficulties Network funded by the Medical Research Council. Her lab produces open datasets and software, promoting transparency and reproducibility. She is an active participant in international conferences and public engagement, including media appearances on Left Handers Day . Her research group, the Neurogenetics group , collaborates widely across the UK and internationally, with recent work involving institutions in Hong Kong, Germany, Spain, and the US. She has served as Principal Investigator on grants from the Medical Research Council, The Royal Society of Edinburgh, and Scottish Funding Council .

• Early Childhood Education
• Elementary Education
• Reggio Emilia Approach
• +13 more

Efleda P. Tolentino is Associate Professor and Chairperson of the Department of Teaching and Learning at the College of Education, Information and Technology, Long Island University (LIU), Brookville Campus. She also serves as Director of the Early Childhood Program. Her academic credentials include a Ph.D. from New York University and B.A. and M.A. degrees from the University of the Philippines. She is deeply committed to teacher education and creating inclusive, inquiry-based learning environments for young children. Dr. Tolentino's research and teaching are centered on early childhood and elementary education, with a strong emphasis on the Reggio Emilia approach, developmental psychology, language and literacy development, bilingual education, and racial identity in early childhood. She is particularly interested in how teacher educators can act as agents of change by fostering critical thinking and equity literacy among pre-service and in-service teachers. Her pedagogy is grounded in a social constructivist framework, emphasizing the 'pedagogy of listening,' personal narrative, reflection-action, dialogic inquiry, and field practica to help teacher candidates develop professional dispositions sensitive to the needs of young children and their diverse cultural backgrounds. Her most recent publications and presentations focus on emergent literacies, remote teaching during the pandemic, transliteracies, and racialized identities in education. These works reflect a consistent trend toward understanding how children make meaning through multiple modalities, especially in digital and hybrid learning environments, and how teachers can support this process equitably. Her scholarship bridges theory and practice, drawing inspiration from Paolo Freire and the Reggio Emilia philosophy. Dr. Tolentino has been recognized with numerous honors, including being a multiple-time nominee and 2022 awardee of the Newton Award for Excellence in Teaching at LIU. She has also received awards from Brown University, the University of Vermont, and New York University for teaching, research, and service. Her affiliations include the National Association for the Education of Young Children (NAEYC), International Reading Association, and National Council of Teachers of English. She actively supervises doctoral students, having chaired and served on numerous dissertation committees focusing on leadership, equity in STEM, financial literacy, bilingual education, and literacy practices. Her work as a mentor reflects her commitment to developing future educational leaders and researchers. Dr. Tolentino has also participated in international study groups, including visits to Reggio Emilia, Italy, and has delivered invited presentations in China and the Philippines, underscoring her global impact on early childhood education.

Patricia NorbergView profile

Professor

• Consumer Behavior
• Privacy
• Health Marketing
• +3 more

Patricia Norberg is a Professor of Marketing at Quinnipiac University, holding a BS, MBA, and PhD from the University of Rhode Island. Her office is located in The Dome 204 (Mail Drop: SB-DNF), and she can be contacted at Patricia.Norberg@quinnipiac.edu. Her educational background includes: BS, University of Rhode Island MBA, University of Rhode Island PhD, University of Rhode Island Professor Norberg's research centers on consumer behavior with specialized expertise in privacy , health marketing , and algorithmic impacts . She investigates how emotional connections (like pet attachment) influence advertising responses, the psychological mechanisms behind privacy protection failures, and the role of visual elements in pandemic health messaging. Her work bridges marketing theory with urgent real-world issues—from disaster response to payment innovation—often revealing counterintuitive consumer behaviors through rigorous experimental design. Notably, her 2024 studies expose how algorithms manipulate social ties and how learned helplessness undermines privacy efforts. Analysis of her 15 most recent publications (2011-2024) reveals three dominant trends: (1) Health crisis communication examining image/color effects in pandemic messages across cultures; (2) Digital privacy dynamics exploring algorithmic interference in social relationships and psychological barriers to data protection; and (3) Consumer cognition dissecting ratio processing biases and semantic discount interpretation. Her methodology frequently combines experimental approaches with behavioral economics frameworks, yielding actionable insights for both marketers and policymakers.

Eric C. ChenView profile

Professor

• Multicultural Counseling
• Group Therapy
• Affirmative Counseling
• +3 more

Eric C. Chen, Ph.D., is a Professor of Counseling Psychology at Fordham University's Graduate School of Education, where he has served since 1995. He holds leadership roles including Director of the Clinical Mental Health Services program and previously chaired the PES Division. His work bridges academic research, clinical practice, and program development focused on underserved populations. Education: Ph.D. in Counseling Psychology, Arizona State University (1995) Internship, University of Texas at Austin Counseling and Mental Health Center (1994-95) M.S. in Counseling, University of Oregon (1991) B.A. in Chinese, National Taiwan Normal University, Taiwan (1987) Dr. Chen's research centers on multicultural group therapy, affirmative counseling for marginalized communities (LGBTQ+, undocumented immigrants, Latinx families), and racial-cultural competence in clinical practice. His developmental-contextual approach examines identity formation under systemic oppression, with particular focus on telehealth adaptations for forced migrants and school-based mental health interventions. Recent work emphasizes demarginalizing stigmatized identities through group processes and integrating religious frameworks in psychotherapy. His publication trends reveal consistent focus on group dynamics across 25+ years, evolving from foundational supervision models to contemporary applications addressing intersectional identities. Recent articles increasingly address structural inequities through school-based programs and telehealth innovations, with growing emphasis on Latinx and immigrant mental health. Scientific Awards: APA Fellow status (2016) Presidential Award from APA Division 49 (2020) Dr. Chen directs two major funded initiatives: the $1.72M Clinical Mental Health Services program providing free telehealth to Bronx youth, and the $3.5M U.S. Department of Education grant 'Educate School-Based Mental Health Professionals for Justice.' He has secured over $5.2M in external funding, currently training mental health counseling students through internship programs while expanding clinical graduate assistantships. His editorial service includes associate editorship for Group Dynamics and board membership for the Masters in Psychology and Counseling Accreditation Council. He leads the Clinical Mental Health Services team delivering telehealth interventions, with upcoming expansion to include specialized training for mental health counseling students addressing justice-oriented care for underserved communities in the Bronx.

Elsje van BergenView profile

Associate Professor

• Educational genetics
• Neurodevelopmental conditions
• Mental health
• +17 more

Dr. Elsje van Bergen is an Associate Professor at Vrije Universiteit Amsterdam's Department of Biological Psychology and a Visiting Professor at the University of Oslo (2024-25 academic year). She leads an interdisciplinary research team investigating why neurodevelopmental conditions and educational outcomes run in families, bridging genetics, psychology, psychiatry, education, and public health through the Netherlands Twin Register. Her academic background includes: PhD in Child Development and Education from University of Amsterdam (2013) Postdoctoral Fellowship at University of Oxford (2012-2015) Bachelor's and Master's in Human Movement Sciences from VU Amsterdam ( cum laude ) Van Bergen's research disentangles genetic and environmental influences on learning differences across language, reading, and mathematics, with focus on dyslexia, dyscalculia, ADHD, and autism. Her work examines how these conditions relate to mental health and educational outcomes through twin studies, polygenic scores, and large cohorts like Norway's MoBa study. Her recent publications reveal dominant genetic influences in educational inequality and neurodevelopmental condition comorbidity. Methodologically innovative works leverage polygenic scores to resolve cultural transmission pathways, while meta-analyses quantify parent-offspring resemblance in reading. These studies, published in Nature Human Behaviour and Psychological Science , demonstrate interdisciplinary approaches to gene-environment interplay. Major recognitions include: ERC Starting Grant (2023) NWO VIDI Talent Grant (2021) Jacobs Foundation Research Fellowship (2020) NWO Rubicon (2012) and VENI (2016) Talent Grants Early-career awards from Society for Scientific Study of Reading, Association for Psychological Science, and Federation of Associations in Behavioral & Brain Sciences Fellow of Young Academy of Europe (2019) She mentors Master's and PhD students while securing major grants to investigate intergenerational educational cycles. Her ERC-funded project examines how parental genotypes influence offspring education through dynastic social processes. She co-leads Amsterdam Young Academy initiatives supporting early-career researchers and interdisciplinary collaboration. Based in VU Amsterdam's Department of Biological Psychology, she collaborates with LEARN! and Amsterdam Public Health research institutes. Her Oslo-based work with CREATE and PROMENTA centres leverages Norwegian registry data to study education-mental health intergenerational transmission across 114,000 families.

İbrahim Hakkı AcarView profile

Professor

• Socioemotional Development of Children
• Adult-Child Relationships
• Individual Differences in Temperament
• +4 more

Dr. İbrahim Hakkı Acar is a Professor at Özyeğin University, specializing in Child, Youth and Family Studies. He earned his B.A. in Elementary Teaching from Trakya University (2010), Fulbright M.S. in Child, Youth and Family Studies (2013), and Ph.D. in Human Sciences (2016) from the University of Nebraska-Lincoln. Postdoctoral research at the Center for Brain, Biology and Behavior (2016-2017) focused on temperament and executive functioning. Research Focus: Protective/risk factors for child development, self-regulation, nature-based interventions, and cross-cultural studies. Students: Mentored 18 graduate and undergraduate assistants, including Zeynep Beken and Selin Ünser. Awards: Silver Award (NAEYC, 2018) and First Place Prize (Çiğdem Kağıtçıbaşı Festival, 2020). His lab collaborates with international researchers like Dr. Kathleen Rudasill (VCU) and Dr. Samuel Putnam (Bowdoin College). Publications span developmental psychology, educational practices, and environmental influences on early childhood cognition.

Laura DilleyView profile

Adjunct Associate Professor

• Phonetics
• Phonology
• Speech and Hearing Biosciences
• +6 more

Laura Dilley is an Adjunct Associate Professor in the Department of Communicative Sciences and Disorders at Michigan State University. She holds a Ph.D. in Speech and Hearing Biosciences and Technology from MIT and Harvard (2005) and a B.S. in Brain and Cognitive Sciences from MIT (1997). Her research focuses on phonetics, prosody, and speech processing, with significant work on cochlear implants, infant-directed speech, and the cognitive mechanisms of spoken language understanding. Education: B.S., Brain and Cognitive Sciences, MIT (1997) Ph.D., Speech and Hearing Biosciences and Technology, MIT and Harvard (2005) Her publications span prosodic transcription systems, auditory rhythm discrimination, cochlear implant-related speech processing, and AI applications in clinical practice. Recent work explores generative AI risks and QAnon propaganda as information warfare. Earlier studies examine speech segmentation, perceptual isochrony, and acoustic variability in infant-directed speech. Laura’s research integrates neuroscience, linguistics, and technology to address challenges in language development and speech intelligibility. She actively investigates the interplay between distal speech rate, prosodic cues, and contextual predictability in spoken communication.

Shawn LoewenView profile

Professor

• Instructed Second Language Acquisition
• Second Language Interaction
• Quantitative Research Methodology
• +2 more

Shawn Loewen serves as Professor and Associate Chair for Graduate Studies in Michigan State University's Department of Linguistics, Languages, and Cultures within the College of Arts & Letters. He directs the Second Language Studies (SLS) program and teaches second language acquisition and quantitative research methods courses. His educational background includes an MA from Temple University and PhD from the University of Auckland. Loewen's research centers on instructed second language acquisition (ISLA) , second language interaction , and quantitative methodology , with particular focus on bridging SLA research and classroom practice. He investigates how teachers engage with research and how mobile-assisted language learning impacts pedagogy. His recent publications reveal strong trends in mobile language learning effectiveness (Duolingo/Babbel studies), research-practice interface challenges, and methodological rigor in SLA. He examines nonverbal feedback mechanisms, synchronous communication platforms, and pronunciation acquisition through both empirical and theoretical lenses. His scientific recognition includes: Fulbright award for Polish University collaboration (2021) As SLS program director, Loewen fostered the graduate community that earned MSU's 2018 Outstanding Graduate Program Community Award. Since 2018, he has served as associate editor of The Modern Language Journal while securing research grants including the Fulbright. Though specific advisees aren't listed, his leadership roles indicate active graduate mentorship across second language studies. Loewen maintains active involvement in the SLS program and collaborates on language learning technology projects, frequently addressing media inquiries about language app efficacy as seen in Kiplinger's 2024 coverage.

Ariel KalilView profile

Professor

• Developmental Psychology
• Parenting Behavior
• Child Development
• +3 more

Ariel Kalil is a Professor at the University of Chicago's Harris School of Public Policy, where she directs the Center for Human Potential and Public Policy and co-directs the Behavioral Insights and Parenting Lab. Her work bridges developmental psychology, behavioral economics, and public policy to address parenting behaviors, child development, and socioeconomic inequality through rigorous field experimentation. Professor Kalil's research centers on how economic conditions shape parenting practices and child outcomes, with particular focus on historical trends in income-based gaps in cognitive and non-cognitive development. She designs behavioral interventions to strengthen parental engagement in low-income families using insights from neuroscience and decision science, examining how poverty and inequality affect developmental trajectories. Her approach integrates longitudinal data analysis with randomized controlled trials to identify scalable solutions for reducing disparities. Her recent publications (2023-2025) reveal a concentrated effort on digital and behavioral tools to enhance parenting practices—particularly in literacy, math skill development, and school engagement for disadvantaged children. These studies consistently employ field experiments across diverse contexts to test low-cost interventions like informational nudges, identity priming, and digital libraries, demonstrating how small behavioral changes can yield significant developmental gains while addressing structural barriers. Scientific Awards: William T. Grant Foundation Faculty Scholars Award Changing Faces of America’s Children Young Scholars Award from the Foundation for Child Development National Academy of Education/Spencer Postdoctoral Fellowship Society for Research in Child Development (SRCD) Award for Early Research Contributions (2003) Professor Kalil's research is funded by the National Institutes of Health (NIH) and multiple private foundations, supporting her lab's development of evidence-based parenting interventions. Her work emphasizes translating behavioral insights into practical policy tools through partnerships with schools, community organizations, and government agencies, with particular attention to implementation fidelity and scalability in real-world settings. The Behavioral Insights and Parenting Lab, under her co-direction, operates as an interdisciplinary hub testing interventions in naturalistic environments—from digital libraries for shared reading to personalized teacher nudges. Current projects focus on leveraging behavioral economics to overcome attentional scarcity in low-income households, design effective parental engagement strategies, and measure long-term impacts of early childhood interventions on intergenerational mobility.

Tomás A. PalmaView profile

Assistant Professor

• Social Psychology
• Cognitive Psychology
• Face Recognition
• +5 more

Tomás A. Palma is an Assistant Professor at the School of Psychology, University of Lisbon. His research focuses on social cognition, specifically how social categories like race, gender, and age influence face recognition, metamemory, and stereotype formation. He has contributed to understanding the cross-race recognition deficit (CRD) and strategies to mitigate its effects. Research Themes: Cross-Race Recognition Deficit, Metacognitive Awareness, Social Categorization, Stereotyping Dynamics Key Collaborations: James Correll, Luís Garcia-Marques Recent publications explore CRD mechanisms, eye gaze patterns, and the application of large language models to behavioral science predictions. His work also addresses hiring discrimination, stereotype plasticity, and cultural variations in gender perception. While no specific awards or student mentorship details are mentioned, his teaching includes advanced psychology research methods and statistics.

• Speech Therapy
• Developmental Dyslexia
• Language and Speech Pathology
• +5 more

Ekateryna Todorova, PhD, is an Associate Professor at the Department of Health Care and Social Work, New Bulgarian University. She specializes in developmental dyslexia, speech therapy, and special educational needs. Her career spans over two decades in academic and clinical roles. Research Interests: Dyslexia diagnostics and therapy Articulation and phonological disorders Executive function in learning disabilities Educational technology for special needs Developmental language impairments Inclusive education practices Academic Contributions: She has authored multiple books and chapters on developmental dyslexia and articulation disorders, including Bulgarian adaptations of international diagnostic tools like DDE-2. Her recent research focuses on literacy training for children with physical disabilities using assistive technologies. Professional Roles: Former dean of the Bachelor's Faculty (2016-2020), former director of quality commission, and academic mentor in EU-funded projects like Erasmus+ and Human Resources Development Program.

Derek BallView profile

Senior Lecturer

• Philosophy of Mind
• Philosophy of Language
• Semantic Theory
• +5 more

Derek Ball is a Senior Lecturer in the Department of Philosophy at the University of St Andrews , affiliated with the Arché Philosophical Research Centre and the Global Research Centre for Diverse Intelligences . He contributes to the St Andrews SETI Post-Detection Hub and engages in interdisciplinary research. Research Focus: Philosophy of mind, philosophy of language, semantic theory, conceptual engineering, and comparative psychology. Key Projects: 'What Kind of Mind?' (2018-2019) and 'Rethinking Mind and Meaning' (2014-2016), funded by the Arts and Humanities Research Council. Public Engagement: Delivered workshops with Kingsbarns Primary School (2016) to communicate research on animal and infant minds. Collaborations: Partnered with international researchers in cognitive science and linguistics. Publications: Notable works include Definition and Dispute: A Defense of Temporal Externalism (2024) and research on metasemantic ethics, semantic accommodation, and nonhuman cognition. Supervision: Currently advising PhD students including Nick Allen, Isabella Bartoli, and Sabina Dominguez Parrado.

Jennifer ZukView profile

Assistant Professor

• Developmental Cognitive Neuroscience
• Speech and Language Acquisition
• Neurodevelopmental Disabilities
• +4 more

Jennifer Zuk is an Assistant Professor in the Department of Speech, Language & Hearing Sciences at Boston University. Her research integrates developmental cognitive neuroscience, clinical speech-language pathology, and music cognition to study early childhood factors influencing speech, language, and reading acquisition in neurodevelopmental disabilities. Ph.D., Speech and Hearing Bioscience and Technology, Harvard University Ed.M., Mind, Brain, and Education, Harvard Graduate School of Education B.A., Cognitive Science, Case Western Reserve University B.S., Music Education, Case Western Reserve University Her work employs behavioral and neuroimaging tools (eMRI, fMRI) to examine brain-behavior relationships in children from infancy to school age, focusing on communication disorders, environmental influences (e.g., music), and translational clinical applications. She bridges music cognition and educational interventions to promote inclusive practices. Recent publications highlight her interdisciplinary approach, exploring: Speech timing and white matter organization in autism Prosody production in neurodevelopmental contexts Home literacy/music environments' impact on early language Neural predictors of reading/language outcomes Music-reading skill correlations Developmental resilience mechanisms in dyslexia As a speech-language pathologist, Dr. Zuk emphasizes translating research into clinical practice for improved identification and inclusion of communication disorders.

Sara J. MargolinView profile

Associate Professor

• Cognitive Psychology
• Gerontology
• Reading Comprehension
• +3 more

Sara J. Margolin is an Associate Professor at SUNY Brockport, specializing in Cognitive Psychology, Gerontology, and Aging Research. Her work explores the intersection of language processing, memory, and technology's impact on aging populations. Education: PhD in Cognitive and Sensory Processes with a Certificate in Gerontology (University of Florida, 2007) M.S. in Cognitive Psychology with emphasis in Statistics and Research Methods (University of Florida, 2005) B.S. (cum laude) in Psychology with Mathematics Minor (University of Florida, 2002) Her research focuses on age-related changes in language and reading comprehension, particularly how misspellings and negation affect young and older adults. She also investigates technology's role in cognitive aging and challenges stereotypes about aging and dementia. Recent publications (2025–2010) span topics like ageism in media, technology's influence on cognition, and aging's impact on memory. Keywords include Cognitive Psychology, Gerontology, and Aging Research, with sub-fields covering Age Simulation, Text Messaging, and Dementia.

Anne WienholzView profile

Researcher

• Sign Language Linguistics
• Psycholinguistics
• Neurolinguistics
• +3 more

Dr. Anne Wienholz is a Researcher at the Institute for German Sign Language (IDGS) within the Department of Language, Literature, and Media, University of Hamburg's Faculty of Humanities. She works on DFG-funded projects focused on experimental sign language research. Her research spans sign language linguistics, psycholinguistics, and neurolinguistics. Key interests include sentence processing in German Sign Language (DGS) and American Sign Language (ASL), language acquisition in deaf children, pronominal reference resolution, and age-of-acquisition effects. She employs eye tracking, ERP, and experimental methodologies to investigate cognitive and neurophysiological mechanisms. Analysis of her 12 publications (2018-2025) reveals consistent experimental investigations of sign language syntax, reference resolution, and developmental trajectories. Work frequently compares DGS and ASL, examining adjective placement, anaphora, and age effects through integrated behavioral and neurophysiological approaches. Dr. Wienholz contributes to DFG projects advancing sign language resources including the DGS Corpus and specialized dictionaries. These grants support corpus development and experimental infrastructure at the IDGS. She is affiliated with the Experimental Sign Language Laboratory (EGS-Labor), utilizing eye tracking and EEG. The IDGS develops critical resources like the Digital Dictionary of German Sign Language (DW-DGS) and domain-specific lexicons for health, psychology, and social work.