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Elizabeth LoftusView profile

Professor

• Psychology
• Cognitive Psychology
• Forensic Psychology
• +3 more

Elizabeth Loftus is a Distinguished Professor at the University of California, Irvine, with joint appointments in the School of Law, Psychological Science, Criminology, Law & Society, and Cognitive Sciences. Renowned for her groundbreaking work on memory malleability, she has served as an expert witness in high-profile legal cases such as those involving Harvey Weinstein, Kevin Spacey, and the Jeffrey Epstein affair. Her research bridges psychology and law, focusing on eyewitness testimony, courtroom procedures, and the legal implications of false memories. Education: Ph.D. and M.A. in Psychology from Stanford University; B.A. (with highest honors) in Mathematics and Psychology from UCLA Research Interests: Cognitive Psychology (human memory, eyewitness accuracy) Forensic Psychology (legal implications of memory distortion) Memory Malleability (false memories, AI impact) Scientific Awards: 2016 Isaac Asimov Science Award 2022 Honorary Doctorate from Australian National University 2020 International Union of Psychological Science Lifetime Career Award 2018 Western Psychological Association Lifetime Achievement Award 2012 UCI Medal 2015 Goldsmiths College Doctor of Social Sciences Honoris Causa Contact: eloftus@law.uci.edu | Office: 2393 Social Ecology II, University of California, Irvine

Zoe KlemfussView profile

Associate Professor

• Developmental Psychology
• Children’s Memory
• Eyewitness Testimony
• +4 more

Dr. Zoe Klemfuss is an Associate Professor of Psychological Science at the University of California, Irvine (UCI), specializing in developmental and legal psychology. She holds a Ph.D. from Cornell University and directs the Child Narratives Lab (childnarrativeslab.com). Her research focuses on children’s memory accuracy, narrative development, and sociocontextual influences, with applications to legal contexts such as child sexual abuse testimony. She has published in top journals like Developmental Psychology and Annual Review of Clinical Psychology , supported by NIH grants. Key research areas include: Narrative development and eyewitness abilities in children, Sociocontextual factors shaping memory and well-being, Legal implications of children’s testimony accuracy, Parent-child communication strategies in stress/health contexts. Recent publications highlight her work on pandemic-related mental health, misinformation resistance, and juror decision-making influenced by emotional testimony. Her lab emphasizes translational research bridging cognitive development and societal applications. She has advised multiple students and collaborates on grants addressing child welfare and forensic psychology.

• Criminology
• Criminal Justice
• Developmental Criminology
• +5 more

Arjan Blokland is a Professor of Criminology & Criminal Justice at Leiden University's Institute of Criminal Law and Criminology, appointed since 2010. His career includes prior roles as a police officer (Rotterdam-Rijnmond, until 1996) and researcher at the Netherlands Institute for the Study of Crime and Law Enforcement (NSCR). He holds a PhD (cum laude, 2005) from Utrecht University. Education : Criminal Law and Social Psychology from Utrecht University. Research focuses on developmental criminology, juvenile/sex offenders, and evolutionary crime theories. Notable awards include a VENI Grant (2006) and NWO Medium subsidy (2010). Key publications address ethnic profiling perceptions and cannabis's impact on memory. Collaborates with institutions like Maastricht University and NSCR. Active in interdisciplinary studies linking law, psychology, and neuroscience.

Almut HupbachView profile

Professor

• Cognitive Psychology
• Neuroscience
• Memory Formation
• +5 more

Dr. Almut Hupbach is a Professor in the Department of Psychology at Lehigh University , where she has worked since 2009. She specializes in human memory research with a focus on hippocampal functions, episodic memory, and memory dynamics. PhD in Cognitive Psychology from the University of Trier, Germany (2000) Hupbach's research explores the dynamic nature of long-term memory, investigating how memories form, update, and remain stable. Key research areas include memory consolidation, hippocampal binding processes, and intentional memory control. Her work has implications for legal sectors, education, clinical practices (PTSD treatment), and societal processes. Recent research trends show her focus on memory updating mechanisms, stress effects on memory consolidation, and reconsolidation dynamics. She frequently publishes with undergraduate and graduate students, emphasizing collaborative research. She leads the Memory Lab at Lehigh University, which investigates how episodic memories transform upon reactivation and integrate new information. National Science Foundation (NSF) funding recipient Hupbach teaches courses in Cognitive Neuroscience, Research Methods, and Memory. Outside academia, she is an avid runner with her dog Luke and has studied sculpture at the Baum School of Art for over a decade.

Tom SmeetsView profile

Professor

• Stress
• Trauma
• Psychopathology
• +5 more

Tom Smeets is a Full Professor of Clinical Psychology at the Tilburg School of Social and Behavioral Sciences (TSB), Tilburg University. He serves as Head of the Department of Medical and Clinical Psychology and Scientific Director of the Centre of Research on Psychological disorders and Somatic Diseases (CoRPS). University : Tilburg University School : Tilburg School of Social and Behavioral Sciences Department : Medical and Clinical Psychology Email : T.Smeets@tilburguniversity.edu His research focuses on stress and trauma-related psychopathology, neurobiology of learning and memory, instrumental behavior, avoidance, fear conditioning, and EMDR. He explores how neurological, psychophysiological, and psychological markers of resilience interact with stress-related disorders, including studies on acute stress effects and memory systems. Recent publications (2025) highlight his work on virtual reality interventions for childhood anxiety, climate anxiety measurement inconsistencies, cognitive biases in depression/anxiety, emotional information-processing in mental disorders, and Tetris-based trauma interventions. His datasets include Boosting long-term effects of degraded memories via acute stress and Tracking fear levels during the coronavirus pandemic . Scientific Awards : NWO Brain and Cognition Grant NWO RUBICON Grant NWO VENI Grant NWO VIDI Grant External Roles : Board Member, RINO Zuid (2021–2029) Board Member, Experimental PsychoPathology (2020–2028) Grant Reviewer for NWO, ZonMW, DFG, FRS-FNRS, NIAS-Lorentz He leads the Follow the Dot to Beat Anxiety project and contributes to Prof. A. Jansen’s NWO-funded Gravitation Programme , advancing digital mental health tools and stress-related disorder interventions.

Suparna RajaramView profile

Professor

• Human Memory
• Social Transmission of Memory
• Collective Memory
• +7 more

Summary Suparna Rajaram is a Distinguished Professor of Cognitive Science in the Department of Psychology at Stony Brook University. Her research focuses on social transmission of memory and the emergence of collective memory, with a particular emphasis on how emotional valence, group structure, and social networks influence memory formation and accuracy. She holds a Ph.D. from Rice University (1991) and has been recognized with prestigious awards such as the 2022 Guggenheim Fellowship. Education Rice University, Ph.D. in Psychology, 1991 Postdoctoral training in Cognitive Science (details not specified) Research Interests Rajaram’s work explores the interplay between individual and collective memory processes, including: Social influences on memory accuracy and false memory propagation Collaborative memory dynamics in aging populations Neurocognitive mechanisms underlying collaborative recall Cultural variations in memory disruption Key Contributions Her research has advanced understanding of: Agent-based modeling of collective memory Effects of social interactions on emotional memory accuracy Optimizing group collaboration for enhanced individual retention Awards & Grants 2022 Guggenheim Fellowship National Science Foundation grants (multiple years) Google Faculty Research Award (2016–2018) APS–David Myers Lecture on Teaching (2022) Labs & Collaborations Rajaram directs the Social Memory and Cognition Lab , focusing on: Collaborative remembering in diverse groups Memory transmission in social networks Applications to education and aging

Andrew ClarkView profile

Senior Lecturer

• Eyewitness Memory
• Nonbelieved Memories
• Highly Superior Autobiographical Memory (HSAM)
• +3 more

Dr Andrew Clark is a Senior Lecturer in Forensic Psychology at the University of Bedfordshire's School of Psychology. He joined in 2016 after completing a PhD in Legal Psychology at the University of Portsmouth and Maastricht University. His teaching roles include coordinating the BSc Forensic Psychology program and units such as Psychology & Criminal Justice and Investigative Psychology. He supervises undergraduate, postgraduate, and PhD students in their research. Dr Clark's research focuses on eyewitness memory, nonbelieved memories, and Highly Superior Autobiographical Memory (HSAM). His work explores how memory distortions impact legal and criminal justice systems. Notable publications include studies on memory omissions, nonbelieved memories, and brain activation in HSAM individuals. He has presented at conferences such as the Society for Applied Research in Memory and Cognition and the International Conference on Memory. His academic contributions span forensic and cognitive psychology, with a particular emphasis on the intersection of memory accuracy and legal implications. He maintains an active research profile, collaborating with international colleagues and contributing to peer-reviewed journals.

Ira KonstantinouView profile

Professor

• Memory Awareness
• Intergroup Bias
• Own-race Bias
• +3 more

Dr. Ira Konstantinou is a Professor of Psychology and Head of the Department of Psychology at Richmond, the American International University in London. They have been affiliated with Richmond since 2003 after completing their PhD at Sussex University in 2005. Their research focuses on memory awareness and its intersection with social cognition, particularly exploring intergroup biases like own-race bias and infra-humanisation. They also investigate pedagogical strategies for enhancing critical thinking in undergraduates. Educational background: BA in Psychology from the American College of Greece (Athens), PhD in Psychology from Sussex University (2005). Research interests span cognitive processes underlying memory accuracy, social biases in eyewitness testimony, and the application of evidence-based teaching methods. Current projects examine how infra-humanisation influences cross-race recognition memory and its implications for group conflict resolution. Publications span cognitive psychology, social psychology, and pedagogical research, with recent work addressing race bias in forensic contexts and critical thinking assessment through writing-to-learn approaches. Professional activities include leadership roles in academic departments and contributions to the Mind in Society Research Centre.

• Memory
• False Memory
• Evolutionary Psychology
• +3 more

Prof. Dr. Hıdır İlyas GÖZ serves as the Head of Department for the Psychology Doctoral Program at Üsküdar Üniversitesi's Faculty of Humanities and Social Sciences (FHSS). He holds a PhD in Education Sciences from Selçuk Üniversitesi (1992) and advanced academic titles including Professor at Acıbadem Mehmet Ali Aydınlar Üniversitesi (2017) and Associate Professor at Maltepe Üniversitesi (2007). His research focuses on memory mechanisms, false memory syndromes, evolutionary psychology, and experimental methodologies. Education: BSc in Psychology (İstanbul Üniversitesi, 1975), MSc in Sociology (Selçuk Üniversitesi, 1976), PhD in Education Sciences (Selçuk Üniversitesi, 1992) Current Roles: Head of Psychology Doctoral Program (2021–present), teaches courses like Cognitive Psychology and Research Ethics Research Projects: Investigates neural correlates of memory using EEG, focusing on word frequency effects and Fuzzy Trace Theory He has authored/co-authored over 15 peer-reviewed articles and a book chapter on topics ranging from false memory in OCD patients to urban-rural differences in childhood memory formation.

• Cognitive Psychology
• Memory and Attention
• Misinformation and False Memories
• +4 more

Gillian Murphy is a Senior Lecturer in the School of Applied Psychology at University College Cork (UCC), Ireland, where she leads the Everyday Cognition Lab and serves as Chair of Teaching & Learning. She also acts as Student Champion on the School's Equality, Diversity & Inclusion Committee, reflecting her commitment to inclusive education. Education: PhD in Cognitive Psychology, University College Cork (2017) Research Focus: Dr. Murphy investigates attention and memory in everyday contexts , with emphasis on distraction in driving environments, eyewitness memory vulnerabilities, and misinformation susceptibility . Her work examines how false memories form in political contexts (e.g., referendums, Brexit), develops interventions against conspiracy theories, and pioneers ethical frameworks for misinformation research. Recent projects explore deepfake-induced memory distortions and automated driving attention. Publication Trends: Her 2023-2025 output reveals a sharp focus on digital misinformation , particularly deepfakes and conspiracy theories. Over 60% of recent work addresses ethical implications of false memory research and debriefing efficacy, while driving safety studies now integrate AI-driven scenarios. Methodologically, she combines experimental paradigms with real-world applications, often using political events as natural laboratories. Scientific Recognition: Charlemont Award (Royal Irish Academy, 2018) Fulbright Scholar at Albert Einstein College of Medicine (2015) APA Division 3 Best Poster Award (2015) Famelab National Audience Choice Award (2015) Supervision & Funding: She actively supervises 5 doctoral students on deepfake interventions, conspiracy theory resistance, and cancer misinformation. Major grants include €322,300 from Science Foundation Ireland for 'Deep Fake' research (2021-2025) and €82,500 from the Irish Research Council for conspiracy theory interventions. Her €72,000 IRC project 'What's Driving Selective Attention?' established foundational work on perceptual load in driving. Collaborative Networks: Leads the Everyday Cognition Lab with partners at UC Irvine (Elizabeth Loftus), UCD (Ciara Greene), and Nottingham Trent University (John Groeger). Her team frequently collaborates with emergency medical services and legal professionals to validate real-world applicability of findings.

Małgorzata Puchalska-WasylView profile

Professor

• Internal Dialogue
• Personality Psychology
• Identity Formation
• +7 more

Dr. hab. Małgorzata Puchalska-Wasyl, Professor at the John Paul II Catholic University of Lublin (KUL) , is a leading scholar in Personality Psychology within the Institute of Psychology , Faculty of Social Sciences. Her work bridges internal dialogue , self-talk , and identity formation , with recent studies focusing on mediators between perfectionism and body image in weight-loss contexts, dialogues in grief , and religious coping in adolescent cancer patients . Key research trends include: Internal Dialogue as a mediator in well-being and identity Religious Disengagement (deconversion) linked to social support and parental influence Cognitive Mechanisms in posttraumatic growth and chronic illness Scientific Awards : Inner Reward First Prize (2024) Rector's Awards (2021, 2005) National Award from the Foundation for Polish Science (2006) Individual Research Scholarship (2008/2009) She leads projects funded by the Ministry of Education and Science and KUL budget, including studies on self-talk and pain , and dialogical wisdom . Her editorial roles include Roczniki Psychologiczne and Journal of Constructivist Psychology .

• Religious History
• Political History
• Cultural History
• +7 more

Joshua Cook is an Assistant Professor of History at Colorado Christian University, affiliated with the College of Undergraduate Studies and the School of Humanities and Social Sciences. His academic work focuses on the religious, political, and cultural dynamics of early modern Europe, particularly during the Reformation era in England and Scotland. MLitt in Early Modern and Reformation History – University of St. Andrews B.A. in History – Colorado Christian University B.S. in Accounting and Business Administration – Colorado Christian University Joshua Cook's research centers on the representation and interpretation of martyrs and the martyrological tradition in Tudor England, analyzing how chroniclers shaped historical memory. His work bridges religious history and political identity formation, emphasizing how narratives of sacrifice influenced national and confessional consciousness in post-Reformation Britain. He approaches history as both an intellectual and spiritual discipline, integrating Christian faith with historical scholarship to challenge false narratives and affirm truth. While no publications are listed in the provided text, his research focus suggests engagement with themes in religious historiography, Reformation studies, and early modern British chronicles. His scholarly trajectory likely contributes to interdisciplinary conversations in history, theology, and cultural studies. There are no scientific awards mentioned in the available information. Joshua Cook has served as a teaching assistant, research assistant, and tutor in history and theology during his graduate studies. His professional journey began in finance and accounting before transitioning into academia. There is no mention of grant funding, student advising, or formal mentorship roles in the provided text. No information is available regarding laboratories, research teams, or collaborative research groups associated with Joshua Cook.

Kamala LondonView profile

Professor

• Forensic Developmental Psychology
• Autobiographical Memory
• Suggestibility in Children
• +3 more

Kamala London, Ph.D., is a Professor in the Department of Psychology at the University of Toledo's College of Arts and Letters. She earned her Ph.D. from the University of Wyoming in 2001 and completed a postdoctoral fellowship at Johns Hopkins Medical School (2001–2005). Her work focuses on forensic developmental psychology, autobiographical memory, and suggestibility in children, particularly concerning child maltreatment and human trafficking. Education: Ph.D., University of Wyoming, 2001 Postdoctoral Fellowship, Johns Hopkins Medical School, 2001–2005 Research Interests: Forensic Developmental Psychology Autobiographical Memory Child Suggestibility Disclosure of Child Maltreatment Human Trafficking Statistical Methodology Labs: Children's Memory Lab Her recent publications explore how parents influence children's memory, juror perceptions in child abuse cases, language contributions to eyewitness suggestibility, and therapeutic interventions like canine-assisted interviews. While she has not received explicitly listed awards, her work is widely cited and disseminated through platforms like Mendeley. She has no grants recorded in the VIVO system.

Kenneth J HoughtonView profile

Assistant Professor

• Cognitive Psychology
• Reading Comprehension
• Misinformation Effects
• +2 more

Kenneth J Houghton serves as Assistant Professor in the Department of Psychology at The University of Tampa, where he conducts experimental research on cognitive aspects of reading comprehension and digital communication. His work bridges theoretical cognitive psychology with real-world applications in media literacy and technology-mediated interaction. Education: 2021: Ph.D. from Binghamton University 2017: M.S. from Binghamton University 2013: B.A. from Stony Brook University Research Focus: Dr. Houghton's program investigates three interconnected domains: (1) Misinformation processing examining how readers integrate false information based on source credibility; (2) Narrative cognition exploring how readers represent story characters' knowledge and experiences; and (3) Digital communication analyzing pragmatic interpretation of linguistic elements like punctuation in text messages. His work employs controlled experimental methodologies to uncover fundamental cognitive mechanisms. Publication Trends: His research output demonstrates consistent focus on reading cognition since 2018, with increasing attention to digital contexts. Publications appear in high-impact journals spanning cognitive psychology (Memory & Cognition), discourse processing (Discourse Processes), and human-computer interaction (Computers in Human Behavior), reflecting interdisciplinary relevance. Teaching & Mentorship: He teaches core undergraduate courses including General Psychology, Biopsychology, and Statistics/Experimental Methods sequences. While specific advising details aren't published, his methodological expertise suggests opportunities for students interested in experimental cognitive psychology research. His recent publications indicate active supervision of research projects despite early-career status.

Lisa FeigensonView profile

Professor

• Cognitive Development
• Numerical Cognition
• Child Development
• +3 more

Lisa Feigenson is a Professor and Chair in the Department of Psychological & Brain Sciences at Johns Hopkins University, affiliated with the Krieger School of Arts & Sciences. She co-directs the Johns Hopkins University Laboratory for Child Development. Her research focuses on cognitive development, particularly numerical cognition and working memory, using behavioral methods to study infants, children, and adults. Feigenson holds a PhD from New York University. Her work explores how cognitive primitives develop across lifespan, including intuitive physics understanding, numerical abilities, and memory systems. Notable awards include the Troland Award (National Academy of Sciences), Boyd McCandless Award (APA), and McDonnell Scholar Award. Her lab investigates how infants and children process numerical information, working memory limits, and learning mechanisms triggered by expectation violations. Recent studies highlight resilience of numerical cognition in congenital blindness and links between approximate number systems and formal math skills. Feigenson has published extensively in top journals like Science, Nature, and PNAS. Her research bridges developmental psychology, cognitive neuroscience, and educational applications, emphasizing foundational cognitive capacities and their development.