Louis Tay is the William C. Byham Professor in the Department of Psychological Sciences at Purdue University’s College of Health and Human Sciences. His research bridges methodology, data science, and well-being, focusing on cross-disciplinary inquiries in measurement, Big Data, and organizational psychology. Education: PhD in Psychology (2011), University of Illinois at Urbana-Champaign Key research areas include: Methodological innovations (measurement, latent class modeling, Big Data) Societal and workplace well-being (happiness, wellness programs, work-leisure interfaces) Positive humanities integration (arts/humanities in psychological studies) Algorithmic bias mitigation in personnel selection Recent publications analyze social media language for well-being indicators, bias detection in machine learning, and cross-cultural psychological assessments. Collaborators include Munmun De Choudhury , Angela Duckworth , and Lyle Ungar . Scientific recognition includes Fellowships from APA, APS, SIOP, and SPSP, plus Purdue’s 2021 Trailblazer Award. Former Students: Stuti Thapa, Cassie Batz-Barbarich, Louis Hickman, Vincent Ng, Lauren Kuykendall, Daphne Hou, Hoda Vaziri, Chris Wiese Current Research Team: Victoria Scotney, Daphne Hou, Fanyi Zhang, Gloria Liou He leads the WAM Lab and ExpiWell initiatives, emphasizing mentoring as his greatest professional joy. Graduate recruitment for Fall 2026 is open.
David Purpura is a Professor in the Department of Human Development and Family Science at Purdue University and serves as Director of the Center for Early Learning . His research focuses on early mathematics development, home and school learning environments, and interventions for dual language learners . Ph.D. in Clinical Psychology, Florida State University (2010) Postdoctoral Fellowship in Mathematics Education, University of Illinois (2010-2012) Dr. Purpura's work examines how mathematical language , executive function , and cultural practices shape early numeracy. He develops picture book interventions to improve math skills and investigates gender differences in home math practices , classroom quality , and parental engagement . His recent publications highlight math anxiety in Latine families , block play as educational tool , and factor structures of learning environments . Funded by the Heising-Simons Foundation and National Science Foundation , he explores technology-supported dialogic reading and measurement frameworks for home numeracy. Scientific Awards : Purdue Faculty Scholar Award (2021-2025) Purdue Trailblazer Award (2020) Fulbright Global Scholar (2019-2021) College of Health and Human Sciences Early Career Award (2017) Teaching for Tomorrow Award (2015-2016) Dr. Purpura's lab collaborates with authors and illustrators to create math-focused picture books and actively seeks graduate students. He maintains a lab website and engages in public outreach through Twitter .
Sascha Schroeder is a Professor of Educational Psychology at the Georg-August University of Göttingen since 2018, where he heads the Department of Educational Psychology. Previously, he led the Max Planck Research Group 'Reading Education and Development' (REaD) at the Max Planck Institute for Human Development in Berlin from 2012-2018, following research positions at the University of Kassel, Max Planck Institute, and University of Cologne. Dr. Schroeder's research focuses on language and text psychology, with emphasis on process-based diagnostics of reading and language skills, eye movements in children and adults, and cognitive deficits of weak readers. His work in educational psychology explores digitalization of teaching and learning contexts, serious gaming, and embedded assessment. Methodologically, he specializes in linear mixed-effect models, diffusion models, reaction time distributions, and cognitive modeling. Analysis of his recent publications reveals a strong focus on morphological processing, eye-tracking research in reading development, and cross-linguistic studies. His work spans both fundamental cognitive processes and applied educational interventions, with particular attention to developmental trajectories from childhood through adulthood. The research often employs sophisticated methodologies to examine how readers process language at multiple levels. Dr. Schroeder maintains an active research program with numerous collaborations, particularly with researchers such as Tiffin-Richards, Hasenäcker, Mousikou, and Grolig. His work bridges theoretical cognitive psychology with practical educational applications, contributing significantly to our understanding of reading development and language processing.
Gregory J. Feist is a Professor of Psychology in the College of Social Sciences at San Jose State University, where he leads research on creativity, personality, and the psychology of science. He serves as Founding President of the International Society for the Psychology of Science and Technology and Founding Editor-in-Chief of the Journal of Psychology of Science & Technology, having previously held leadership as Past-President of APA’s Division 10 (Psychology of Aesthetics, Creativity and the Arts). Feist’s research program investigates the intricate relationship between personality traits and creative achievement, particularly in scientific domains. His work examines how motivation, beliefs, and cognitive styles influence reasoning processes and scientific productivity, with recent expansion into the psychology of climate change. He explores how ideological commitments drive motivated reasoning, where individuals critically evaluate evidence contradicting pre-existing beliefs about environmental issues. This research bridges fundamental personality psychology with urgent societal challenges. Analysis of his 2020-2024 publications reveals consistent focus on creativity-personality interactions, with significant contributions to understanding creative cognition, linguistic markers of innovation, and psychological barriers to scientific consensus. His 2022 work on climate change reasoning demonstrates how political ideology shapes evidence evaluation, while his handbook contributions establish foundational frameworks for studying individual differences in creative processes. Though specific advising details are unlisted, Feist’s extensive publication record and professional leadership indicate active mentorship of emerging scholars. His research implications extend to scientific training programs, innovation policy, and science communication strategies for contested issues like climate change.
Markus Christiner is a researcher at the Institute of Psychology , University of Graz , affiliated with the Faculty of Natural Sciences . Their work explores intersections between music, language, and cognitive processes, focusing on individual differences in auditory perception and learning. Research interests include: Musical ability and language acquisition ADHD/dyslexia in auditory processing contexts Neuroplasticity of the auditory system Phonetic aptitude and accent imitation Developmental psychology of singing and language performance Neuromorphological correlates of neurodevelopmental disorders Publications emphasize neuroscientific approaches to music-language interactions, with methodological diversity spanning behavioral studies, longitudinal analysis, and neuroimaging. Key themes include cortical auditory processing patterns, cross-modal skill transfer, and developmental trajectories in musical and linguistic domains.
Kai Alter is a Senior Lecturer in Auditory Cognitive Neuroscience at Newcastle University's Faculty of Medical Sciences, affiliated with the Biosciences Institute. They also serve as an Affiliated Lecturer at the University of Cambridge's Faculty of Modern and Medieval Languages and Linguistics and maintain collaborations with institutions including the University of Lisbon and Tuebingen University. Their educational background includes: Habilitation from University of Leipzig (2002) PhD in Linguistics from University of Leipzig (1994) Post-grade in Linguistics from University of Geneva (1993) Post-grade in Phonetics from University of Lausanne (1993) Master in Linguistics from University of Leipzig (1990) Master in Russian Language from University of Belgorod (1988) Dr. Alter's research focuses on auditory neuroscience, particularly speech and language processing using behavioral and neuro-imaging methods (EEG, MEG, fMRI) in both healthy volunteers and patients. Their work spans cognitive neuroscience, examining the comparison between language and music processing, neurocognition of prosody and intonation in children, turn taking in communication, tinnitus research, dyslexia and working memory, and laughter and brain interactions. They also investigate developmental aspects of speech & language processing, speech segmentation on phrase and discourse level, and processing of durational, tonal, and spectral properties related to voice. Dr. Alter's publications reveal a strong focus on tinnitus research, emotional processing in laughter, and speech processing in neurological conditions. Their work combines multiple neuroimaging techniques to understand auditory processing mechanisms, with recent publications showing increasing interest in tinnitus as a neurological condition and its relationship to brain responses, as well as the neural basis of emotional vocalizations like laughter. Notable scientific achievements include: Oxford Visiting Senior Research Fellowship (2015-2017) Honorary appointment as Research Associate in Neurology by the NHS Trust Associate Member of Laboratorio de Fonetica & Lisbon Baby Lab Research Associate at the Tuebingen University Hospital for Psychiatry Dr. Alter has co-supervised 22 PhD students and 8 PDRAs, and currently co-supervises 5 PhD students and 1 PDRA. They have secured international and national grants totaling £1.8 million over the past 12 years. As a reviewer, they have evaluated proposals for numerous national and international Research Foundations including Human Frontier Science Program, ERC, German Research Foundation, Netherlands Organisation of Scientific Research, Austrian Research Foundation, French Research Foundation, MRC, ASRC, ESRC, and Wellcome Trust. Dr. Alter co-convenes the cross-Faculty Research Group on Phonetics and Phonology at Newcastle University and maintains an active research program investigating the neural basis of speech and emotional vocalizations. Their work bridges cognitive neuroscience, linguistics, and clinical applications, particularly in understanding speech processing disorders and tinnitus.
Heiner Böttger is a Full Professor of English Didactics and EFL (English as a Foreign Language) at the Catholic University of Eichstätt-Ingolstadt, Germany, where he has served since 2007. He holds the Professorship for Didactics of English Language and Literature within the Faculty of Languages and Literature. His academic journey includes positions at the University of Erlangen-Nuremberg and visiting professorships at institutions including Akdeniz University in Turkey, Aristotle University in Greece, and Long Island University in New York. Professor Böttger's research focuses on the intersection of language education and neuroscience, with particular expertise in foreign language anxiety (xenoglossophobia), sensitive phases of language development, multilingual didactics, and evidence-based foreign language teaching. His work bridges theoretical knowledge with practical classroom applications, emphasizing how insights from neuroscience can transform language teaching methodologies. He has pioneered approaches to early foreign language learning, corporate language instruction, and the psychological aspects of language acquisition including memory, resilience, and mindfulness. His extensive publication record demonstrates a clear trajectory toward integrating neuroscientific findings with language education. Recent works focus on language educational neurosciences (LEN), outdoor language learning, storytelling techniques, and the neuromotor foundations of speaking skills. Böttger's research shows increasing sophistication in connecting brain-based learning principles with practical language teaching strategies across diverse contexts from primary education to corporate settings. As an active academic, Böttger serves as Chairman of the Early language learning advisory board BIG (foundation Lernen, Munich) and as an External Academic Reviewer to the Greek state. His professional activities demonstrate a commitment to advancing evidence-based language education through both theoretical contributions and practical implementation.
Melinda Pap is an Assistant Professor at the Institute of East Asian Studies and a lecturer in the Department of Chinese Studies at Eötvös Loránd University (Budapest). Her research focuses on Japanese cultural anthropology, ritual studies, and child development, with a particular emphasis on the role of storytelling and cultural practices in education and socialization. Research Interests: Japanese rituals, folklore, early childhood development, narrative therapy, cultural transmission, and historical sociology. Key Themes: Analysis of coming-of-age ceremonies like Shichigosan, urban cultural change in Japan, metaphorical language in therapeutic contexts, and the pedagogical use of storytelling for preschoolers. Her publications span topics from preschool education methods to the evolution of family rituals in Japan, blending cognitive linguistics and anthropological inquiry. While no formal scientific awards or student advisement details are listed in the provided materials, her work engages deeply with interdisciplinary approaches to cultural and developmental studies.
Carlos Guerrero Mosquera is a Contracted Professor at La Salle School of Engineering, Department of Engineering, La Salle University. His research focuses on the intersection of neuroscience, biomedical engineering, and signal processing, with particular emphasis on brain imaging techniques and cognitive processes. Dr. Guerrero Mosquera's research interests span multiple areas including: Electroencephalogram (EEG) signal processing and analysis Functional Near Infrared Spectroscopy (fNIRS) applications in neuroscience Cognitive fatigue and sleep deprivation effects on brain function Neuroergonomics and human performance monitoring Machine learning applications for biomedical signal processing Epileptic seizure detection and characterization His recent publication activity demonstrates a strong focus on multimodal neuroimaging approaches, particularly combining EEG and fNIRS to study cognitive processes. His work has increasingly incorporated machine learning techniques for signal processing and classification, with applications ranging from medical diagnostics to urban soundscapes analysis. The research shows a consistent thread of investigating brain connectivity changes during cognitive tasks and fatigue states, with significant contributions to noise reduction methods in neuroimaging data. Dr. Guerrero Mosquera has been actively involved in several research projects: Human-Environment Research (2022-2025) funded by Agència de Gestió d'Ajuts Universitaris i de Recerca MENTALTIC: Application of Information and Communication Technologies in Mental Health (2021) Deep learning for classification of anomalous acoustic events in real urban and suburban environments (2020) His laboratory work focuses on developing and optimizing methods for neuroimaging data acquisition and analysis, with particular expertise in handling noisy signals and improving the reliability of brain imaging techniques. He maintains an active research profile with publications spanning from 2005 to present, showing increased productivity in recent years with multiple publications in 2023 alone.
Tobias Hallmen is a Researcher at the University of Augsburg 's Chair of Human-Centered Artificial Intelligence within the Faculty of Applied Computer Science . His work focuses on multimodal conversation analysis using machine learning and artificial intelligence in psychotherapy and medical/educational training contexts. Research interests include: Automated evaluation of conversational quality through multimodal data (audio, video, text) AI-based assessment systems for therapy sessions and parent-teacher interviews Development of real-time feedback mechanisms for skill improvement Integration of behavioral signal processing and empathy modeling Recent publications demonstrate expertise in vocal burst analysis , emotional mimicry prediction , and multimodal foundation models for behavioral annotation. Key technical domains: deep learning architectures , cross-modal data correlation , and computer vision applications . The Chair team under Prof. Dr. Elisabeth André currently includes 23 members with 10 projects active, including TherapAI (psychotherapy analysis) and KodiLL (medical training systems). Tobias Hallmen's work particularly addresses speaker classification , reception signal analysis , and remote physiological measurement techniques like video-based heart rate detection .
Susan Fulton serves as Associate Professor and Chair of Communication Disorders within the College of Education, Health and Human Studies at Southeast Missouri State University. A certified audiologist with the American Speech-Language-Hearing Association since 1988, she maintains active licensure in Missouri and holds specialized certifications in online teaching methodology. Her educational background includes: Doctor of Philosophy in Communication Science and Disorders (Audiology and Hearing Science concentration), University of South Florida Master of Science in Communicology (Audiology concentration), University of South Florida Dr. Fulton's research examines critical intersections between hearing science and cognition, with particular focus on temporal auditory processing across the lifespan, musical training effects on auditory pathways, and innovative educational methodologies. Her work bridges clinical audiology practice with cognitive neuroscience to address hearing disorders through both therapeutic and pedagogical lenses. Recent publication trends (2015-2017) demonstrate dual expertise in foundational auditory research (gap detection mechanisms, hearing-cognition links) and educational innovation (simulated clinical training, musical interventions). This dual focus informs both clinical practice advancements and next-generation clinician preparation. Professional recognition includes: Apple Teacher Designation (2020) College of Education, Health and Human Studies Research Award (2019) She has secured significant research funding including a $12,940 university grant for audiology services development and $1,754 for animal-assisted therapy research in speech clinics. As Missouri Representative for ASHA (2018-present) and committee member for Audiology Assistant Scope of Practice (2020-present), she actively shapes national audiology standards while advising future clinicians through her departmental leadership. Dr. Fulton directs the university's Audiology Advisory Council and contributes to professional development through ASHA committee work, focusing on clinical training standards and scope-of-practice guidelines for emerging audiology support roles.
Pastora Martínez-Castilla is a Senior Lecturer in the Department of Evolutionary and Educational Psychology at the National University of Distance Education (UNED) in Madrid, Spain. She has maintained an active research profile since joining the institution in December 2010, with 57 publications, over 7,500 reads, and 631 citations to her name. Her research program focuses on prosodic processing in neurodevelopmental disorders , particularly examining Down syndrome and Williams syndrome through the lens of temporal sampling theory. Dr. Martínez-Castilla investigates how rhythm perception deficits cascade into broader language difficulties, with special attention to Spanish-speaking populations. Her work spans from basic research on phonological processing to applied studies on family interventions for children with rare genetic conditions like PACS1 syndrome. Analysis of her recent publications reveals a growing emphasis on cross-disciplinary approaches , integrating music cognition with language development research. She has made significant contributions to assessment methodology, adapting the Profiling Elements of Prosody in Speech-Communication (PEPS-C) battery for Spanish speakers and developing the PRAUTOCAL corpus for studying prosody in Down syndrome. During the pandemic, her research expanded to examine the emotional impact of lockdowns on caregivers of individuals with neurodevelopmental disorders across multiple countries. Dr. Martínez-Castilla maintains an extensive collaborative network across European institutions, with frequent co-authorship with researchers from Hebrew University of Jerusalem, University of Valladolid, and University College London. Her work demonstrates a consistent trajectory from theoretical foundations to practical applications in clinical and educational settings.
Esther Kogan serves as Associate Professor at Adelphi University's Ruth S. Ammon College of Education and Health Sciences. Her academic home resides within the School of Education where she teaches courses including Classroom Management Strategies For Childhood Educators. Holding dual expertise in psychology and education, she maintains active roles in university governance through committees like the Interdisciplinary Parenting Program Group and Child Activity Center Advisory Board. Ed.D. Special Education. Gifted and Talented, Teachers College, Columbia University (1997) M.A. Special Education. Gifted and Talented, Teachers College, Columbia University (1990) B.S. Psychology, National Autonomous University of Mexico (1988) Professor Kogan's research centers on early childhood development through intersecting lenses of gifted education and bilingualism. Her work examines how family systems, cultural contexts, and school environments collectively shape child development trajectories. She pioneers methodologies for assessing young children while advocating for classrooms that function as respectful learning communities. Current investigations explore teacher training innovations and culturally responsive assessment frameworks for linguistically diverse populations. Her publication portfolio demonstrates consistent focus on educational equity for bilingual gifted learners, with significant contributions to understanding paradoxical identification challenges in this population. Research trends reveal progressive expansion from individual student assessment toward systemic analyses of school-university collaborations and professional development models. Nominated for Teaching Excellence Award (Spring 2006) GABINO BARREDA MEDAL from National Autonomous University of Mexico (1987) International Student Scholarship at Teachers College, Columbia University (1990-1995) Professor Kogan actively mentors through professional organizations including NAEYC and NAGC while directing major initiatives like the Master of Arts in Early Childhood Education program. Her grant portfolio includes multiple Adelphi Faculty Development Awards supporting research on Multiple Intelligences assessment and language intervention strategies. She maintains ongoing consultancy roles with NYC's Board of Education and Brown University's Education Alliance. Through her leadership in the New York State Association of Early Childhood Teacher Educators and editorial board service for the Journal of Early Childhood Teacher Educator, she shapes regional professional development standards while conducting workshops across NYC, Long Island, and Mexico City school districts.
Dr. Julia Sacher is a Professor at the Max Planck Society, specializing in cognitive neuroscience with a focus on language processing, brain connectivity, and neuroimaging. Her research explores the neural basis of language evolution in primates, structural and functional brain networks, and the interplay between neuroanatomy and cognitive functions. Her work integrates advanced neuroimaging techniques (e.g., fMRI, DTI) with behavioral and computational approaches to study language-related brain regions such as Broca's area and the arcuate fascicle in humans and non-human primates. Key projects include analyzing chimpanzee brain architecture to trace evolutionary precursors of human language networks. Dr. Sacher’s publications span cognitive neuroscience, neuroanatomy, and evolutionary biology, with notable contributions to understanding syntactic processing, brain lateralization, and the temporal dynamics of language networks. She collaborates extensively with interdisciplinary teams, advancing methods in neuroimaging and computational modeling.
Stefano Coretta is a Lecturer (Assistant Professor) in the Linguistics and English Language department at the University of Edinburgh's School of Philosophy, Psychology and Language Sciences. He serves as the Senior Teaching Coordinator for statistics, developing and coordinating statistical curriculum for both undergraduate and postgraduate programs. His educational background includes a PhD in Linguistics from the University of Manchester (2020), a Research MA in Theoretical and Applied Linguistics from the University of Pavia, and undergraduate studies in Classics with Oriental Studies from the University of Milan. Prior to joining Edinburgh in 2021, he completed postdoctoral research at the Institute for Phonetics and Speech Processing at Ludwig-Maximilians-Universität München. Coretta's research focuses on phonetology (the intersection of phonetics and phonology), with particular expertise in acoustic and articulatory phonetics. His methodological approach emphasizes quantitative methods, statistics, and Open Science practices. He employs various techniques including ultrasound tongue imaging, electroglottography, and fMRI in his investigations of segmental characteristics like duration, phonation, voice quality, tongue gestures, and laryngeal articulations. His work spans multiple language families including Indo-European, Oceanic, and South American languages, with a strong interest in phonetic typology and language description. He maintains an active presence in academic communities, particularly through Stack Overflow where he has contributed extensively to discussions about R programming, statistics, and linguistic analysis. As a supervisor, Coretta welcomes PhD students working on topics within phonetics, laboratory phonology, historical phonetics/phonology, quantitative methods theory, and graphemics. He currently supervises Aya Awwad and has specific expertise with acoustic and articulatory analysis techniques. He does not supervise projects in developmental linguistics, bi/multilingualism, language acquisition, or language pathology. Teaching responsibilities include undergraduate courses such as Data Analysis for LEL, Statistics and Quantitative Methods, and Guided Research Seminar in LEL, as well as postgraduate courses including Quantitative Methods in Linguistics and Research Methods in Developmental Linguistics. He has developed mini-courses on R programming for linguistic applications.
