Find Academic Supervisors

• Cognitive Neuroscience
• Parkinson's Disease
• Biopsychology
• +7 more

Nathaniel Miller is an Associate Professor in the Department of Behavioral Sciences at the College of Arts, Sciences and Education, University of Michigan-Flint. His research bridges cognitive neuroscience, psychology, and biomedical engineering, with a strong focus on Parkinson's disease and the application of technology in symptom monitoring and mobility enhancement. His research interests include: Cognitive Neuroscience and Biopsychology Parkinson’s Disease Interventions Use of Technology in Parkinson Disease Technology Use in Older Adults Aging and Motor Control Signal Processing for Medical Diagnostics His recent publications (2018–2025) reveal a consistent trajectory in developing and validating mobile and wearable technologies for assessing tremor, postural stability, and gait in Parkinson’s patients. He frequently collaborates with Charlotte Tang and Linda Zhu, integrating human-computer interaction principles with clinical neuroscience. His work appears in journals such as ACM Transactions on Accessible Computing , Parkinsonism and Related Disorders , and ASME Journal of Engineering and Science in Medical Diagnostics and Therapy . He is currently involved in NIH-funded research on mobile self-tracking applications for Parkinson’s patients and previously led a community-based exercise intervention study funded by Blue Cross Blue Shield. His teaching includes Cognitive Neuroscience, Cognitive Psychology, and Research Methods. Grants and Funding: Validating a mobile self-tracking application designed for People with Parkinsons – NIH, $429,000 (2024–2026), Co-Investigator UM-Flint CIT START Fund – UM-Flint, $0 (2023), Co-PI Effectiveness Assessment of a Community Based Assisted Exercise Intervention for Parkinson's Disease – Blue Cross Blue Shield, $67,263 (2014–2015), PI He has no listed scientific awards in the provided text. His lab focuses on interdisciplinary research involving mobile health technologies, signal processing, and patient-centered design for neurodegenerative conditions.

Jinsung WangView profile

Associate Professor

• Motor Control
• Sensorimotor Adaptation
• Neuroscience
• +5 more

Jinsung Wang is an Associate Professor in the Department of Kinesiology at the University of Wisconsin-Milwaukee, College of Health Sciences. He directs research at the Neuromechanics Laboratory, focusing on neural mechanisms of motor control and sensorimotor adaptation. PhD in Kinesiology (Arizona State University, 2000) MS in Kinesiology (Arizona State University, 1995) BA in Physical Education (Korea University, 1993) His research explores hemispheric lateralization, interlimb transfer of motor learning, and neural representations in movement tasks. Key themes include visuomotor adaptation, observational learning, handedness, and perception-motor learning interactions, with applications in Parkinson's disease and stroke rehabilitation. Recent publications highlight cognitive-motor interference in athletic biomechanics (2017-2018), age-related motor coordination (2021), and interlimb transfer mechanisms (2013-2015). Studies employ psychophysical experiments, functional MRI, and kinematic analyses across diverse populations including healthy adults, Parkinson's patients, and stroke survivors. Clinical Research Scholar (2011-2013) from The Clinical and Translational Science Institute Award for Excellence in Parkinson's Research (2000) from Arizona Chapter of the National Parkinson Foundation Flinn Fellow and Scholar (1995-2000) including membership in Flinn Foundation Neuroscience Research Program Korea University Academic Scholarship (1988) and College of Education Honor Awards (1991-1992) Wang's laboratory investigates motor learning transfer across limbs and develops rehabilitation strategies for neurological disorders. Current work involves fMRI and psychophysical experiments with stroke patients and upper limb amputees to understand neural plasticity and motor recovery.

• Clinical Psychology
• Parenting
• Child Psychopathology
• +7 more

Camilo Ortiz is an Associate Professor and Co-director of Clinical Training in the Doctoral Program in Clinical Psychology at Long Island University (LIU), Post campus, within the College of Education, Information and Technology. He specializes in parenting, disruptive behavior in children, bedtime resistance, elimination disorders, and cognitive-behavioral therapy for child and adult psychiatric disorders. Dr. Ortiz earned his Ph.D. in Clinical Psychology from the University of Massachusetts, Amherst in 1999, completed a pre-doctoral internship at Montefiore Medical Center, and a postdoctoral fellowship at Stony Brook, joining LIU in 2001. He is a licensed psychologist in New York State. His research focuses on evidence-based parent training interventions, particularly behavioral strategies for managing child behavior problems. He has published extensively on topics including time-out procedures, cultural adaptations of parent training, technology-enhanced interventions, and the role of religion and community settings in service delivery. His work bridges clinical science with practical implementation in diverse populations, including Head Start families and minority communities. Dr. Ortiz's recent publications highlight a strong trend toward innovation in parent training—integrating technology (e.g., online coaching), examining cultural and familial factors (e.g., acculturation, father involvement), and refining behavioral techniques (e.g., extinction, reinforcement sequencing). His research spans developmental stages and emphasizes accessibility, acceptability, and efficacy of interventions across diverse contexts. His scientific awards and grants reflect sustained external funding from prestigious sources including the National Institutes of Health (NIH), National Institute of Mental Health (NIMH), and Department of Health & Human Services. Notable grants include a K01 Career Development Award and multiple R-level and intramural grants supporting the development of behavioral interventions and assessment tools. Dr. Ortiz actively mentors students through research and clinical supervision, though specific advisee names are not listed. He teaches the full-year statistics sequence and clinical courses on cognitive-behavioral therapy and evidence-based treatments for children and adolescents. His professional service includes leadership in the Association for Behavioral and Cognitive Therapies (ABCT), where he has chaired special interest groups and panels on parenting and behavioral interventions. He also contributes to community outreach by exploring faith-based delivery of parent training.

• Cognitive Neuroscience
• Spatial Cognition
• Aging and Cognition
• +3 more

Jan Wiener is a Professor and Head of Psychology at Bournemouth University. His research focuses on navigation, wayfinding, and cognitive aging, employing interdisciplinary methods like virtual reality, eye-tracking, and cognitive modeling. Prior to Bournemouth, he held positions at institutions such as the Max Planck Institute and the University of Tübingen, where he earned his Ph.D. in Cognitive Neuroscience (2004). Educations: Ph.D. in Cognitive Neuroscience from University of Tübingen (2004) Research interests emphasize how cognitive components like attention, memory, and spatial processing influence navigation in aging populations. His work bridges cognitive psychology, neuroscience, and environmental design, aiming to develop dementia-friendly architectural guidelines. Key articles investigate navigation strategies, spatial deficits in aging, and the impact of urban design on cognitive mapping. His recent studies include global analyses of navigation ability across cultures and the role of sleep duration in life-course segmentation. Labs/Teams: Collaborates on projects involving spatial cognition, dementia care, and virtual environments. Active in interdisciplinary teams exploring neurocognitive mechanisms of spatial behavior.

• Development Economics
• Applied Microeconomics
• Global Health
• +5 more

Manisha Shah is a Chancellor's Professor of Public Policy at the University of California, Berkeley, specializing in development economics with research interests spanning applied microeconomics, global health, and international development. She received her PhD from UC Berkeley and has established herself as a leading researcher in the economics of sex markets, child health and education, and sanitation policy. Her research focuses on understanding how economic policies and interventions can improve health outcomes, particularly in low- and middle-income countries. Shah has conducted extensive field work in Tanzania, Indonesia, India, Ecuador, and Mexico, examining issues ranging from HIV/AIDS prevention to the impacts of public works programs on human capital development. Shah's work demonstrates significant heterogeneity in policy impacts across different contexts and populations. Her research on life skills programming for adolescent girls showed varying mental health impacts across Tanzania, Bangladesh, and Ethiopia, while her work on sanitation interventions revealed threshold effects where health benefits materialized once village sanitation coverage reached 50-75%. She has also demonstrated how criminalization of sex work can increase sexually transmitted infections among sex workers by 58% due to decreased condom access and use. As an editor at the Journal of Health Economics and an Associate Editor at The Review of Economics and Statistics, Shah plays a significant role in shaping scholarly discourse in her fields of expertise. Her research has been supported by major organizations including the Bill and Melinda Gates Foundation, William and Flora Hewlett Foundation, the World Bank, and the National Science Foundation. Shah has received recognition for her methodological rigor, frequently employing randomized controlled trials and natural experiments to identify causal relationships. Her work often reveals unintended consequences of well-intentioned policies, such as how lockdowns during the COVID-19 pandemic increased domestic violence while decreasing sexual assaults in public spaces, or how public works programs can decrease school enrollment among adolescents in certain contexts.

Ammie KalanView profile

Assistant Professor

• Biological anthropology
• Primate behavioural ecology
• Animal communication
• +5 more

Dr. Ammie Kalan is an Assistant Professor in the Department of Anthropology at the University of Victoria, Canada, and Principal Investigator of the Great Ape Behaviour (GAB) Lab. She specializes in biological anthropology, primate behavioral ecology, and animal conservation, with a focus on chimpanzee behavior and cultural diversity. PhD in Biological Anthropology from University of Leipzig/IMPRS Postdoctoral fellowship at Max Planck Institute for Evolutionary Anthropology Kalan's research explores the social and ecological drivers of behavioral flexibility in wild great apes, particularly in communication, tool use, and nonhuman cultural traditions. She employs interdisciplinary methods including passive acoustic monitoring, camera trapping, and 3D modeling to study chimpanzee populations in Africa. The GAB Lab, under Kalan's leadership, investigates primate interactions with anthropogenic environments and collaborates with the Pan African Programme: The Cultured Chimpanzee (PanAf) and Chimp&See. Her recent projects highlight chimpanzee accumulative stone throwing (AST) as a potential cultural behavior and examine leopard predation effects on primate activity patterns. Her publications emphasize the intersection of primate conservation and behavioral ecology, with technological innovations applied to field research. She mentors graduate students and honors researchers in primate studies and welcomes collaborations focused on non-invasive monitoring and conservation strategies. Active collaborations: PanAf, PRISM Lab, Chimbo NGO Research methods: Bioacoustics, camera trapping, community science Prospective students are encouraged to contact her directly through her lab website or email akalan@uvic.ca .

• Cognitive Psychology
• Aging Research
• Neuroscience
• +4 more

Stephan Getzmann is a Professor and Head of the "Aging" networking group at the Leibniz Research Centre for Working Environments and Human Factors (IfADo), affiliated with TU Dortmund University. His research focuses on cognitive aging, auditory perception, and neuroscience, particularly examining age-related changes in cognitive functions in work and daily life contexts. Dr. Getzmann completed his doctorate in psychology (Dr. phil.) summa cum laude in 2004. He earned his habilitation (Venia Legendi for Psychology) from the Faculty of Human Sciences and Theology at TU Dortmund University in 2010. Prior to this, he completed studies in both psychology (diploma with distinction) at the universities of Duisburg and Wuppertal, and electrical engineering (diploma) at the University of Duisburg. Professor Getzmann's research interests center on cognitive aging, particularly examining how aging affects auditory perception, attention, and cognitive control in complex environments. His work investigates age-related differences in auditory spatial processing, multi-talker speech perception, and the impact of aging on cognitive functions in work settings. He employs neurophysiological methods including EEG and ERP to examine the neural correlates of cognitive processes across the lifespan. His research has important implications for understanding cognitive changes in older adults and developing interventions to support cognitive health in aging populations. Analysis of Professor Getzmann's recent publications reveals a strong focus on aging and cognitive neuroscience, with particular emphasis on auditory perception, attentional processes, and cognitive control across the lifespan. His work often employs EEG/ERP methodologies to examine neural correlates of cognitive functions. A notable trend is the investigation of how aging affects performance in complex, real-world scenarios such as driving and multi-talker speech perception ("cocktail party" situations). His research frequently involves large cohort studies examining age-related differences in cognitive function. Professor Getzmann leads the "Aging" networking group at IfADo, collaborating with researchers across multiple disciplines including psychology, neuroscience, immunology, and toxicology. His work is supported by various funding sources, including the German Research Foundation which previously funded his independent research position from 2007-2015.

Aron LaxdalView profile

Associate Professor

• Sport Science
• Handball
• Laterality in Sports
• +2 more

Aron Laxdal is an associate professor at the University of Agder in the Department of Sport Science and Physical Education, where he conducts research in sport science and physical education. His educational background includes a B.A. in kinesiology from the Norwegian University of Science and Technology (2012), an M.Sc. in sport science from the University of Agder (2015), and a PhD in educational science from the University of Stavanger (2020). Laxdal's research primarily focuses on handball performance analysis, with special emphasis on laterality effects in 7-meter throws. His work examines whether left-handedness provides advantages in handball, particularly during penalty shots. His research combines statistical analysis of large datasets with practical applications in elite handball. His recent publications explore myths surrounding 7-meter throws in handball, the relationship between throwing arm and scoring success, and differences between regular season and playoff performance in handball. Laxdal has collaborated extensively with other researchers in the field, including Tommy Haugen, Ørjan Angeltveit, and Christian Sørensen, to collect and analyze handball performance data from elite competitions.

• Biopsychology
• Comparative Psychology
• Neuroscience
• +3 more

Claudio Cantalupo is an Associate Professor at Clemson University's College of Behavioral, Social and Health Sciences. His office is located in 410-D Brackett Hall. He holds a Ph.D. in Biopsychology (University of Memphis, 2000), an MS in Experimental Psychology (University of Memphis, 1998), and a BS in Psychology (University of Padua, Italy, 1994). His research focuses on primate neuroanatomy, hemispheric specialization, and comparative psychology. Key topics include cerebellar asymmetries in chimpanzees, evolutionary origins of brain lateralization, and white matter structures in primates. His work bridges neuroscience and evolutionary biology, emphasizing cross-species comparisons. He teaches courses such as Physiological Psychology, Brain and Behavior, and Neuropsychology of Music. His publications (2008-2010) explore primate cognition, motor skills, and neuroanatomical differences between species. Despite no awards explicitly mentioned, his scholarly contributions reflect sustained engagement with primate brain research. No student advisees or lab affiliations are noted in the provided text. His research aligns with centers like the Institute for Engaged Aging and the Center for Addiction and Mental Health Research, though direct affiliations are unspecified.

• Human Memory
• Retrieval Processes
• Long-term Memory
• +4 more

Dr. Andrew Parker is a Senior Lecturer in Cognitive Psychology at Manchester Metropolitan University's School of Psychology, where he earned his PhD. He teaches cognition and neuroscience across undergraduate to PhD levels and supervises research projects. His primary research examines human memory systems, particularly retrieval processes, long-term memory, and experimental methodologies. Dr. Parker's research focuses on: Explicit and implicit memory systems Effects of eye movements on memory retrieval Directed forgetting mechanisms Autobiographical memory accuracy False memory formation Cognitive neuroscience of memory His innovative studies on eye movements and memory have gained international recognition. His publication portfolio spans cognitive psychology, memory neuroscience, and methodological innovations. Recent work explores eye-closure benefits for memory, saccadic retrieval enhancement, and cognitive profiles in paranormal beliefs. Research consistently addresses memory optimization, perceptual processing, and cognitive assessment tools. Honors include: Exemplary Researcher Award from RIHSC (2010) MMU Union Teaching Award for Innovation (2020) Dr. Parker serves as expert reviewer for numerous journals including Applied Cognitive Psychology, Memory, and Psychonomic Bulletin & Review, and funding bodies including ESRC and U.S. Army Research Office. He has reviewed five ESRC grants and serves on the ESRC Specialist Psychology Reviewer Pool.

David M. CoreyView profile

Professor

• Cognitive Neuroscience
• Quantitative Methods
• Statistical Analysis
• +7 more

Dr. David M. Corey is a Senior Professor of Practice in the Department of Psychology at Tulane University's School of Science & Engineering. His research focuses on cognitive neuroscience (brain asymmetry, auditory processing, language production, and sex differences in speech fluency) and quantitative methods (statistical simulations, accuracy of correlation-based tests, and dichotomization effects). Education: Ph.D., Psychology, Tulane University (1999). Research Interests: Cognitive neuroscience of speech and language, emphasizing sex differences in stuttering and brain anatomy. Quantitative methodologies, including statistical modeling of correlation coefficients and dichotomization impacts. Publications Trend: His work spans neuroimaging studies of brain asymmetry, clinical research on swallowing disorders, and statistical simulation studies. Recent articles address anatomical variability in perisylvian regions and swallowing recovery post-stroke. No scientific awards or grants were explicitly listed. Courses taught include Introductory Psychology, Univariate Statistics, and Multivariate Analysis.

Florian LoffingView profile

Senior Lecturer

• Performance Psychology
• Sensorimotor Expertise
• Laterality
• +11 more

Florian Loffing is a Senior Lecturer in the Department of Performance Psychology at the Psychological Institute of the German Sport University Cologne. His academic career spans multiple institutions, including the University of Kassel, Carl von Ossietzky University of Oldenburg, and Westfälische Wilhelms-Universität Münster. He specializes in sensorimotor expertise, laterality (particularly handedness), and perception-action dynamics in sports. Senior Lecturer, German Sport University Cologne (2023–present) Lecturer for Special Tasks, German Sport University Cologne (2021–2022) Research Associate, University of Oldenburg (2017–2021) Research Associate, University of Kassel (2009–2016) Research Associate, WWU Münster (2007–2009, 2010–2011) His research interests focus on cognitive and perceptual aspects of sports performance, particularly in anticipation, expertise, and laterality. He is deeply involved in quantitative research methods and teaches courses in sports psychology, motor learning, and statistical software such as SPSS, JASP, and PsychoPy. His work emphasizes scientific thinking and evidence-based practice in sport. The analysis of his recent publications reveals a strong focus on cognitive skills in sport, particularly in goalkeeping and table tennis. Themes include anticipation, decision-making, gaze behavior, and expertise development. His methodological contributions highlight data visualization and robust statistical practices. Many studies employ experimental designs and scoping reviews to explore perceptual-cognitive mechanisms in elite and developing athletes. Florian Loffing has contributed to several scientific journals as a peer reviewer, including Laterality: Asymmetries of Body, Brain and Cognition , Psychophysiology , and PLOS ONE . While no formal awards are listed, his sustained scholarly activity and editorial engagement reflect recognition in the academic community. He advises on research methodology and statistical analysis, supporting students and colleagues in designing and evaluating empirical studies. His teaching integrates software-supported tools to enhance scientific rigor. Though no formal grants are listed, his participation in DFG-funded projects (e.g., 'Laterality in Sport') indicates prior research funding. Loffing is affiliated with the research group Sensorimotor Expertise and the Department of Performance Psychology , where he collaborates on projects related to elite athlete cognition, anxiety, and heart rate variability. His network includes researchers such as Babett Lobinger, Philip Furley, and Jens Kleinert, with whom he has co-authored multiple publications.

• Neuroscience
• Psychology
• Brain Imaging
• +5 more

Jared Nielsen serves as an Assistant Professor in the Psychology department at Brigham Young University, affiliated with the interdisciplinary Neuroscience program administered through the College of Life Sciences. He directs the Nielsen Brain and Behavior Lab, which employs advanced MRI analytical techniques to investigate brain organization disruptions in neurological and psychiatric disorders. His academic credentials include: Postdoctoral Fellowship in Neuroscience at Harvard University and Massachusetts General Hospital (2018) Postdoctoral Fellowship in Neuroscience at the University of Utah (2014) PhD in Neuroscience from the University of Utah (2013) BS in Neuroscience and Psychology from Brigham Young University (2009) Dr. Nielsen's research program centers on quantitative neuroimaging analysis to understand brain structure-function relationships in conditions like autism spectrum disorder, anxiety disorders, and OCD. His lab develops computational methods including convolutional neural networks for brain age prediction and investigates neural correlates of religious experiences. Current work emphasizes transdiagnostic approaches through large-scale collaborations like the ENIGMA-Anxiety Working Group, aiming to translate neuroimaging findings into clinical applications for improved diagnosis and treatment. His publication record shows strong methodological innovation in precision brain morphometry and machine learning classification of psychiatric conditions, with increasing focus on individual differences in brain aging and network lateralization abnormalities across neurodevelopmental disorders. Key recognitions include: Outstanding Emerging Investigator award from University of Utah’s Department of Radiology and Imaging Sciences (2017) National Institutes of Health T32 Training Grant Fellowship (2009-2011) Dr. Nielsen maintains active leadership in major neuroscience consortia and professional organizations, contributing to methodological standards in functional connectomics and large-scale neuroimaging meta-analyses. His lab trains graduate and undergraduate researchers in advanced neuroimaging analytics through BYU's Neuroscience program. The Nielsen Brain and Behavior Lab operates within BYU's Mary Lou Fulton Building, utilizing high-performance computing resources for MRI data processing. Current projects include longitudinal brain aging studies in anxiety disorders, network analyses of 16p11.2 deletion syndrome, and investigations into neural mechanisms underlying religious fundamentalism using lesion-symptom mapping approaches.

Agnes LacreuseView profile

Professor

• Cognitive Aging
• Neuroscience
• Women's Health
• +5 more

Agnes Lacreuse is a Professor in the Department of Psychological and Brain Sciences at the University of Massachusetts Amherst, where her research program focuses on cognitive aging and women's health using nonhuman primate models. Her work addresses neurocognitive aging processes, particularly Alzheimer's disease (AD), with emphasis on why two-thirds of human AD cases occur in women and how sex hormones like estrogens influence brain aging in females. Dr. Lacreuse's research centers on hormonal mechanisms in neurocognitive aging, investigating how estrogen fluctuations affect brain health during menopause and breast cancer treatment. Her laboratory employs common marmosets as translational models to study pathological aging, developing novel therapies like brain-selective estrogen prodrugs to alleviate treatment side effects while avoiding risks of traditional hormone therapy. Key research themes include sex differences in cognitive decline, hormonal impacts on executive function, and neural mechanisms underlying age-related cognitive impairment. Analysis of her recent publications (2019-2025) reveals consistent focus on marmoset models to dissect hormonal influences on cognition, with strong emphasis on sex-specific aging trajectories, estrogen deprivation effects from breast cancer treatments, and innovative interventions targeting menopausal symptoms. Her work bridges basic neuroscience with clinical applications, particularly in creating safer hormonal therapies for women's health issues. Dr. Lacreuse leads an active research laboratory utilizing longitudinal marmoset studies to model human cognitive aging and menopause. Her team investigates hormonal manipulations' effects on cognition, thermoregulation, and brain networks, with current projects focused on developing DHED-based treatments to mitigate estrogen-blocking therapy side effects in breast cancer survivors.

Christopher ThomasView profile

Assistant Professor

• Educational Psychology
• Academic Anxieties
• Cognitive Dissonance Theory
• +4 more

Christopher Thomas is an Assistant Professor of Education and Coordinator/Advisor in the Department of Education at the University of Texas at Tyler. He holds a Ph.D. in Educational Psychology, an MA in Cognitive and Social Processes, and a BS in Psychological Science, all from Ball State University. His research focuses on academic anxieties, cognitive dissonance theory, stereotype threat, and the application of theoretical frameworks like the Theory of Planned Behavior and 3×2 Achievement Goal Model. He teaches courses such as Applied Learning Theories, Educational Psychology: Child Development, and Adolescent Development. Dr. Thomas’s work emphasizes the interplay between emotional intelligence, cognitive factors, and academic outcomes. His recent studies explore coping strategies in university students, neurolinguistic priming effects, and technology integration in K-12 schools. He also investigates disparities in educational experiences, such as first-generation student challenges and the impact of adverse childhood experiences. His research often employs advanced statistical methods like latent profile analysis and structural equation modeling to validate scales and identify student profiles. He advocates for evidence-based interventions to improve student well-being and engagement, particularly through high-impact teaching practices and culturally relevant pedagogy. As an advisor, Dr. Thomas supports students navigating academic and personal challenges, leveraging his expertise in test anxiety, self-compassion, and resilience. His contributions extend to teacher training, curriculum design, and educational policy analysis, emphasizing equity and innovation in educational systems.