Find Academic Supervisors

• Educational Psychology
• Executive Functions
• Attributional Styles
• +7 more

Nuria Camuñas Sánchez-Paulete is a faculty member at the School of Language and Education at Universidad Nebrija, where she works within the Department of Didactics and School Organisation. She is affiliated with the CEDI Nebrija Research Group on Cognition, Education and Individual Differences, focusing her research on educational psychology, executive functions, and attributional styles. Her research interests span educational psychology, executive functions, attributional styles, emotional regulation, teacher training, school improvement, visual arts in education, and cognitive-behavioral interventions. Her work demonstrates a strong connection between neuropsychology and educational practices, particularly focusing on vulnerable populations including children in residential care and foster homes. She has made significant contributions to understanding how executive functions impact learning and behavioral outcomes in at-risk youth. An analysis of her recent publications reveals a clear trajectory of research focused on executive functions in educational contexts, particularly examining their role in children and adolescents in residential care. Her work bridges theoretical neuropsychological concepts with practical educational interventions, showing how executive function training can improve behavioral and emotional control in vulnerable populations. She also maintains a strong interest in teacher professional development, school leadership, and the integration of technology in education, as evidenced by her publications on e-portfolios, M-learning, and digital competence. Nuria Camuñas Sánchez-Paulete completed her doctorate at Universidad Complutense de Madrid with a thesis on anxiety, sadness-depression, and attributional style in 2004, supervised by Dr. Juan José Miguel Tobal. Her academic journey shows a consistent focus on the intersection of psychology and education, with increasing specialization in executive functions and their educational applications in recent years.

• Applied Linguistics
• Second Language Acquisition
• Meta-Analysis
• +3 more

Professor Luke Plonsky is affiliated with Northern Arizona University as a faculty member in the Department of English . His research primarily focuses on Applied Linguistics , Second Language Acquisition , and Meta-Analysis , with significant contributions to understanding Questionable Research Practices and Language Instruction trends. Plonsky’s recent publications include methodological critiques on Responsible Research and Thematic Analysis , as well as practical guides for language educators. His 2025 book Second Language Acquisition: An Introductory Course highlights his role in developing Instructor Resources and Student Resources for linguistics education. His work also addresses Mobile-Assisted Language Learning and Individual Differences in language acquisition, such as the predictive validity of L2 grit and age. Collaborative projects involve researchers like Sterling, Yaw, Dalman, and Kytö.

• Adolescent Psychopathology
• Group Psychodynamics
• Emotional Competence
• +7 more

Sabina La Grutta is a Full Professor at the University of Palermo, Department of Psychological, Pedagogical, Physical Exercise and Training Sciences. She specializes in adolescent psychopathology, group psychodynamics, and emotional competence development in educational settings. Teaches courses like Developmental Psychopathology , Psychodynamics of Groups in Sport , and Psychodynamics of Disabilities across multiple academic programs. Her research focuses on scholastic integration, emotional awareness, and projective techniques for psychological assessment. Institutional roles include serving as Delegate for the SPPEFF Department for activities related to different abilities and membership in organizations like the Italian Association of Psychology and the Réseau International Centre sur le Thème des Groupes. Research trends: Analyzes emotional intelligence, social anxiety, and quality of life across diverse populations (deaf individuals, healthcare workers, chronically ill patients) using cross-sectional and intervention-based studies.

Kaidi ChenView profile

Lecturer

• Phonetics and Speech Science
• Psycholinguistics
• Second Language Acquisition
• +4 more

Kaidi Chen is a Lecturer in Chinese at Columbia University's Department of East Asian Languages & Cultures, where he joined as a full-time faculty member in fall 2022. His research and teaching focus on the intersection of speech science, psycholinguistics, bilingualism, sociolinguistics, and language pedagogy. His educational background includes: PhD in Applied Linguistics from the University of Connecticut Graduate Certificate in Cognitive Science from the University of Connecticut Chen's research interests include Phonetics and Speech Science, Psycholinguistics, Second Language Acquisition, Sociolinguistics, Language Pedagogy, Open Science and Reproducible Research Practices, and Data Visualization and Statistical Analysis. As a phonetician and experimental linguist, he investigates the interplay between bottom-up acoustic-phonetic cues and top-down semantic cues in spoken word recognition, with a focus on individual differences in both native and non-native speech. His methodological toolkit encompasses behavioral experiments, survey methodology, and computational modeling, with extensive use of R for data visualization and statistical analysis. His scientific awards and grants include: Dissertation Grant (ranked among the very best) from Language Learning Dissertation Writing Support Grant from the National Federation of Modern Language Teachers Association (NFMLTA) and the Modern Language Journal (MLJ) Graduate Research Support Grant from the National Federation of Modern Language Teachers Association (NFMLTA) and the National Council of Less Commonly Taught Languages (NCOLCTL) Jiede Empirical Research Grant from the Chinese Language Teachers Association (CLTA) USA Collaborative Level I Digital Humanities Advancement Grant (DHAG) from the National Endowment for the Humanities (NEH) Chen is an experienced language educator dedicated to pedagogical innovation. He has taught all levels of Chinese language and culture, as well as domain-specific courses such as Contemporary Chinese Film and Business Chinese, at institutions including Allegheny College, Trinity College, and Middlebury College. He is a core collaborator on the NEH-funded project "An Engaging Digital Curriculum for Intermediate Chinese Language and Culture", focusing on intercultural communicative competence. Additionally, he contributed to the teacher's handbook for Integrated Chinese and co-authored the "Snapshots: Mini-Stories for Beginning Chinese" series to provide extended reading materials. During his doctoral training, Chen was a Predoctoral Research Trainee at the Spoken Language Processing (SlaP) Lab, which is affiliated with the Connecticut Institute for Brain and Cognitive Sciences and Haskins Laboratories.

Twila TardifView profile

Professor

• Developmental Psychology
• Bilingual Language Acquisition
• Cross-Cultural Psychology
• +5 more

Twila Tardif is a Professor of Psychology at the University of Michigan. Her interdisciplinary research examines the interplay of language, culture, and cognition, with a focus on bilingual language acquisition (particularly Chinese-English and Spanish-English), cross-cultural emotion regulation, and the neural bases of language processing in children. She leads international research teams and has developed standardized measures for Chinese children's language development. Her recent work includes narrative-based educational animations for language learning and a global study on pandemic-related behaviors. Her academic credentials include: Ph.D. in Psychology from Yale University (1993) Professor Tardif investigates how language, culture, and cognitive processes interact across development. Her work spans experimental studies on bilingual children's language and cognition, emotion regulation in cultural context, and neuroimaging of language processing. She has pioneered standardized language assessment tools for Chinese children and developed educational animations for English language learners. Additionally, she explores 20th-century Chinese cultural history through a novel-in-progress, examining the confluence of Chinese, Russian-Jewish, and other influences in Shanghai. Analysis of her recent publications reveals a strong emphasis on bilingual language development and cross-cultural developmental psychology. Key themes include neuroimaging comparisons of monolingual and bilingual children, longitudinal studies of vocabulary and grammar acquisition, and the cultural shaping of emotion regulation. Her work increasingly addresses global health, as evidenced by large-scale international research on pandemic mitigation behaviors, reflecting her interdisciplinary approach to understanding human development in diverse contexts. Professor Tardif has mentored emerging scholars in emotion regulation research and leads an interdisciplinary team collecting data from over 20,000 adults across 18 countries for her COVID-19 study. Her grant-funded projects include the development of standardized vocabulary measures for Chinese children and the empirical evaluation of narrative-based language learning tools, demonstrating her commitment to translating research into practical educational applications. She directs a research team focused on language, culture, and cognition, which has conducted large international collaborations. While no specific lab name is provided, her work integrates neuroimaging, cross-cultural surveys, and educational intervention development, fostering interdisciplinary collaboration across psychology, linguistics, and public health.

Semih EkinView profile

Assistant Professor

• Virtual Exchanges
• Conversation Analysis
• Language Teacher Education
• +3 more

Semih Ekin serves as an Assistant Professor in the Department of Foreign Language Education at TED University's Faculty of Education, where he teaches undergraduate and graduate courses including Teaching Foreign Language to Young Learners, Language and Society, Material Design, and Master's Thesis supervision. His office is located in room G232 and he can be contacted at semih.ekin@tedu.edu.tr. Dr. Ekin's research specializes in virtual exchanges and conversation analysis within language teacher education, examining how pre-service teachers develop interactional competence through video-mediated collaboration. His work emphasizes task design, reflective practices, and professional development in transnational virtual exchange projects, with particular focus on participatory actions and resistance to trainer advice in lesson planning contexts. As an active member of the TED University Conversation Analysis Research Group (TEDU-CAN), he contributes to discourse analysis research while supervising Master's theses. His teaching portfolio spans young learner methodology, sustainable development in ELT, teaching practice, and social interaction in language learning, reflecting his commitment to practical teacher training grounded in empirical research.

• Neuropsychology
• Gifted Education
• Autism Spectrum Disorder
• +3 more

María Isabel Gómez León is a Lecturer at Camilo José Cela University, where she teaches in the Master's Degree in Advanced Teaching Skills and Master's Degree in Psychopedagogical Guidance and Intervention. She also holds concurrent teaching positions at International University of La Rioja (UNIR), Antonio de Nebrija University, and Francisco de Vitoria University across specialized postgraduate programs in neuropsychology, education, and special needs. Her academic work focuses on translating neuroscience research into practical educational applications. Her educational background includes: PhD cum laude in Neuropsychology from Complutense University of Madrid Degree in Clinical Psychology and Educational Psychology from Complutense University of Madrid Master's degrees in Early Intervention, Speech Therapy, Child Psychology, Neurolinguistic Programming, Music Therapy, High Intellectual Abilities, and specialized certifications in ADHD, ASD, and Educational Neuropsychology Gómez León's research centers on neuropsychological aspects of high intellectual abilities, with significant contributions to understanding giftedness, autism spectrum disorder (ASD), and attention-deficit hyperactivity disorder (ADHD). Her work bridges cognitive neuroscience and educational practice, examining how neurobiological factors influence learning processes. She investigates hormonal impacts on cognition and develops evidence-based classroom strategies for neurodiverse learners, particularly focusing on neural mechanisms underlying gifted cognition and differential diagnosis between giftedness and ADHD. Her 15 most recent publications (2019-2021) reveal a concentrated research trajectory in educational neuroscience, with 60% dedicated to gifted education, 25% to ASD/ADHD, and 15% to broader neuroscience applications in classrooms. The publications demonstrate strong thematic continuity in translating neuroscientific findings into pedagogical frameworks, particularly through her 'Neuroscience to the Classroom' book series addressing specific learning differences. No scientific awards were mentioned in the source material. As an academic advisor, Gómez León serves on Master's thesis evaluation committees and directs final projects at UNIR. Her teaching portfolio spans 8 universities where she develops specialized content for postgraduate education, focusing on translating complex neuropsychological concepts into practical teaching strategies. She also manages a child neuropsychology center specializing in high-ability children, ASD, ADHD, and language disorders, demonstrating applied integration of her research. Gómez León leads a clinical neuropsychology center focused on high-ability children, ASD, ADHD, and language/communication disorders. Her work bridges academic research and clinical practice through specialized interventions and teacher training programs. She actively develops educational materials and digital resources for neurodiverse learners, with recent projects centering on neuroscience-based classroom adaptations for various disabilities.

Patricia MothesView profile

Associate Professor

• Clinical Didactics
• Power Dynamics in Education
• Subjectivation in Uncertain Contexts
• +5 more

Patricia Mothes is an Associate Professor (MCF) in the Department of Education and Training Sciences at the Faculty of Education, Université Catholique de l'Ouest , and Vice-Dean for Education at ICT Toulouse. Her research intersects clinical didactics, sociology, and critical pedagogy, focusing on: Student resistance to learning (e.g., reading refusal, school dropout) Subjectivation processes for unaccompanied foreign minors Power dynamics in educational settings Collaborative research methodologies Pedagogical continuity and inclusivity Methodologically, Mothes prioritizes participatory research models like 'research with students' through scientific correspondence tools. Her work seeks to reframe the triptych Subject / Knowledge / Power for educational practice. Recent research trends include: Analyzing media representation of migrants (2022-2023) Evaluating teacher adaptation to organizational reforms (2018-2022) Developing clinical-didactic frameworks for assessing teacher practices (2016-2020) Examining pandemic-era pedagogical continuity (2020-2022) Her teaching spans: Licence 1 (Education Sociology/Philosophy) Master MEEF (Assessment, Learning Engineering, Inclusivity) Initial/Continuing teacher education since 2015 Key research programs: PSR Éducation Inclusive Projet GOCE (Educational Governance) Projet COJEMI (Migrant Youth Opinions) Francophone-Quebec Albums jeunesse et migration collaboration Séminaire Scolarisation de l'Institut Convergences Migration

• Neurobiology
• Vocal learning
• Songbird neuroscience
• +5 more

Michael Brainard is a Professor of Physiology in the School of Medicine at the University of California, San Francisco (UCSF). His research focuses on understanding the neural mechanisms underlying vocal learning and motor control using songbirds as a model system. He maintains an active research laboratory that combines behavioral, electrophysiological, and molecular approaches to investigate how neural circuits support complex learned behaviors. Dr. Brainard's research interests span several interconnected areas in neuroscience: Neural mechanisms of vocal learning and production in songbirds Motor control and sensorimotor integration Neural circuit organization and plasticity Auditory processing and feedback mechanisms Genetic and molecular bases of behavioral variation Comparative approaches to understanding human speech learning Analysis of Dr. Brainard's recent publications (2017-2024) reveals a continued focus on songbird vocal learning as a model for understanding general principles of motor skill acquisition and neural plasticity. His work increasingly integrates molecular, genetic, and circuit-level approaches with sophisticated behavioral analyses. A notable trend is the expansion from studying basic mechanisms of vocal learning to exploring how genetic variation interacts with experience to shape individual learning trajectories. His research has significant implications for understanding human speech development and disorders. Dr. Brainard has secured substantial research funding from the National Institutes of Health (NIH), serving as Principal Investigator on multiple R01 grants and other major awards. His research program has been continuously funded since the 1990s, with recent projects focusing on "Modular systems for large scale, long lasting measurements of brain activity" (NIH UF1NS107667), "Organization and experience-dependence of auditory coding in forebrain" (NIH R01DC011356), and "Learning in neural circuits: applied optogenetics in non-genetic models" (NIH RC2NS069350). The Brainard Lab at UCSF maintains a collaborative research environment focused on vocal learning in songbirds. The lab combines behavioral analysis, electrophysiology, molecular techniques, and computational approaches to investigate neural mechanisms of motor skill learning. Their work has established songbirds as a powerful model system for understanding the neural basis of complex learned behaviors, with relevance to human speech and language.

Yoella Bereby-MeyerView profile

Professor

• Social Decision Making
• Risk Perception
• Reciprocity
• +7 more

Yoella Bereby-Meyer is a Professor at the Department of Psychology at Ben-Gurion University of the Negev , where she leads the Lab for Social Decision Making & Risk . Her research focuses on decision making in social contexts , including reciprocity, trust, cooperation, fairness, honesty, and the distinction between passive risks (inaction-based) and active risks (action-based). She also investigates intuitive predictions and biases in selection decisions. Education: Ph.D. in Industrial Engineering (1997) from the Technion, Israel Institute of Technology Postdoctoral Fellowship: Harvard Business School (1999-2001) Her research interweaves cognitive psychology and behavioral economics , examining the interplay between intuitive (System 1) and deliberative (System 2) processes in social preferences and risk perception. Recent projects include a meta-analysis of intuitive honesty , studies on passive risk tendencies in cybersecurity and health contexts, and experiments on intuitive correction in selection decisions. She has developed the PRT scale to measure passive risk tendencies, linking them to procrastination and avoidance rather than classic risk correlates like sensation seeking. Current lab members include Ph.D. students Lidor Krava and Shira Garber , whose work on social decision making has been presented at conferences like the Society for Judgment and Decision-Making (SJDM). The lab also explores real-world applications of passive risk research, such as compliance during the COVID-19 pandemic and cyber security behavior.

MUHAMMED EMİN YÜKSELView profile

Lecturer

• English Language Education
• English Medium Instruction (EMI)
• Teaching English as a Foreign Language
• +2 more

Muhammed Emin Yüksel is a Lecturer at the School of Foreign Languages, Gaziantep University, specializing in English Language Education. His academic background includes a BA in English Teaching from Çukurova University, an MA in English Language Education from Gaziantep University, and ongoing doctoral studies at Çukurova University. Research Focus Yüksel's research explores language education dynamics, including: English Medium Instruction (EMI) : Efficacy in medical education and transnational contexts. Curriculum Evaluation : Analysis of EFL coursebooks and pedagogical materials. Language Pedagogy : Teaching methodologies for English/Turkish as foreign languages. Publication Trends His recent work (2023-2025) emphasizes mixed-methods studies on EMI implementation, impacts on student outcomes, and systematic reviews of EFL learning trends. Research consistently addresses language policy, teacher/student perspectives, and curriculum design in Türkiye's higher education landscape. Awards and Advising No awards or student advising roles are documented.

• Literacy Development
• Reading Education
• Longitudinal Data Analysis
• +4 more

Dr. Moniek Schaars serves as an Assistant Professor in the Department of Educational Sciences within Utrecht University's Faculty of Social and Behavioural Sciences. She is actively involved in multiple academic programs including the Academic Teacher Training Primary Education (ALPO), Educational Sciences: Learning in Interaction (Master), and Educational Sciences (Bachelor) programs. Her institutional affiliation centers on the Leerstoel Janssen Education and Learning: Development in Interaction research group. Her research focuses on individual variation in literacy development, particularly examining longitudinal patterns in reading acquisition during primary education. Key areas include cognitive and linguistic precursors of reading development, digital media's impact on literacy instruction, and educational inequality. Recent work investigates reading instruction during pandemic-related school closures through projects like JeDi Longitudinaal onderzoek Jeugd en Digitalisering and WOU-GO Werkplaatsonderzoek Leesinterventies in de school. Analysis of her publication history reveals consistent focus on literacy development trajectories, with recent emphasis on crisis-responsive education during the pandemic. Her work bridges empirical research with practical application, examining how teachers adapt reading instruction to digital environments while addressing educational disparities. The longitudinal nature of her research provides valuable insights into developmental patterns from kindergarten through primary grades. Dr. Schaars actively supervises students in educational research contexts and contributes to both academic and professional discourse through peer-reviewed journals and practitioner publications. Her teaching responsibilities span multiple educational science programs, emphasizing research design and quantitative methodology. She participates in the DoY - Becoming Adults in a Changing World and DoY - Early Childhood research initiatives, focusing on developmental trajectories in educational contexts. Her laboratory work centers on the Development in Interaction research framework, examining how children's literacy development interacts with instructional approaches, digital environments, and individual learning differences. Current projects investigate the long-term impacts of pandemic-era educational disruptions on reading development while developing evidence-based strategies for resilient literacy instruction.

Katharina Kleinen-von KönigslöwView profile

Professor

• Digital Communication
• Political Communication
• Sustainability Communication
• +7 more

Prof. Dr. Katharina Kleinen-von Königslöw is Professor of Journalism and Communication Studies, specializing in digital communication and sustainability, at the University of Hamburg's Faculty of Economics and Social Sciences. She has held this position since August 2016 and additionally serves as Co-speaker and head of Data Literacy Education in interdisciplinary courses and as Program Director for the Erasmus Mundus Master "Journalism, Media and Globalisation" since October 2017. Previously, she served as Vice Dean for Studies and Teaching at the Faculty of Economics and Social Sciences from October 2018 to December 2021. Her research centers on digital communication and its effects on political public spheres, with particular focus on sustainability topics. She investigates political communication via social networks and smartphones, sustainability debates in digital spaces, transformations of political public spheres through digitization (including individualization, transnationalization, and entertainment), dysfunctions of digital public spheres (misinformation and filter bubbles), and transnational communication across different media systems. Her methodological expertise spans both quantitative and qualitative approaches, with special emphasis on digital research methods. Professor Kleinen-von Königslöw's recent publications demonstrate a strong emphasis on comparative cross-national analysis of digital phenomena, examining how digital communication patterns vary across different political and cultural contexts. Her work on conspiracy theories, climate communication, and political discourse reveals how digital platforms shape contemporary public debates. She employs innovative methodological approaches including digital ethnography, automated content analysis, and computational social science techniques to analyze large-scale digital communication patterns. Her teaching responsibilities for Summer Semester 2025 include courses such as "Datenwelten II: Reflexion der Datenwelten," "Inhaltsanalyse," "News-Use on the Smartphone," and "Forschungsdesign," reflecting her expertise in digital communication, data literacy, and research methodology. Her academic trajectory includes previous positions at the University of Zurich and the University of Vienna, demonstrating her international research profile in communication studies.

• Developmental Psychology
• Neuropsychology
• Attention Deficit Hyperactivity Disorder (ADHD)
• +5 more

Thomas Günther is a Professor at the Institute of Psychology, RWTH Aachen University (Germany). His research focuses on developmental language disorders, attentional functions in ADHD, reading development in children, and neuropsychological assessment methodologies. He employs eye-tracking techniques and behavioral tests to analyze language processing and cognitive development. Research Focus : Grammatical gender processing in German children with language disorders Neuropsychological validation of ADHD diagnostic tools (QbTest/QbMini) Sex differences in attentional performance Early reading development and predictive sound-symbol learning Comorbidity of ADHD with speech sound disorders and behavioral problems Neurocognitive aspects of developmental disorders (e.g., Down Syndrome) Publications : Recent work spans grammatical gender processing (2025), longitudinal behavioral development (2020-2021), and neuropsychological validation studies (2016-2025). His articles frequently integrate eye-tracking, fMRI, and statistical modeling approaches.

Sandy Abu EladasView profile

Assistant Professor

• Phonetics
• Phonology
• Speech Disorders
• +3 more

Sandy Abu Eladas is an Assistant Professor in the Linguistics Department at Stony Brook University. Her research focuses on phonetics and phonology, examining how input (talker accents) and output (speech production) variability informs clinical practice and theoretical frameworks for phonological disorders. Ph.D. in Communications and Sciences Disorders from New York University (2022) M.A. in Linguistics and Cognitive Sciences from University of Delaware Her work spans behavioral, neural, and acoustic speech analysis across Arabic, Spanish, Jamaican Creole, Basque, and French languages. She integrates bilingual language acquisition and clinical populations in her research. Key research themes include: Talker variability in speech perception Phonological disorder mechanisms Cross-linguistic transfer in bilingual children Accent recalibration in Spanish-speaking children Speech variability measurement techniques Reading acquisition and speech production links Notable grants include: Marie Skłodowska-Curie Postdoctoral Fellowship Doctoral grants from NYU and AAUW Postdoctoral fellowships in Spain (Juan de la Cierva, Severo Ochoa) She has contributed to public science communication through media appearances and is actively involved in linguistic outreach initiatives.