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Pawel FedurekView profile

Senior Lecturer

• Primate Behavior
• Animal Communication
• Evolutionary Psychology
• +3 more

Dr. Pawel Fedurek is a Senior Lecturer in Psychology at the University of Stirling, specializing in primate behavior and communication. His research focuses on chimpanzee vocalizations, social behavior, and the evolutionary roots of human language and music. His research interests include: Primate vocal communication and its evolutionary significance Chimpanzee social behavior and cognition Evolution of human musicality and language Primate neuroanatomy and its relationship to communication Conservation biology of African primates Dr. Fedurek's extensive publication record demonstrates his expertise in analyzing chimpanzee vocalizations, particularly pant-hoots, and their role in social communication. His recent work explores rhythmic behavior in chimpanzees, brain structure related to language evolution, and the complex social dynamics that shape primate communication systems. His research combines field studies in natural habitats with advanced acoustic and neuroimaging techniques. Among his notable contributions are investigations into how chimpanzee vocalizations encode individual identity, reflect mate quality, and vary across social contexts. His work on chimpanzee drumming has shed light on potential evolutionary precursors to human musicality. Dr. Fedurek has also contributed significantly to understanding maternal-infant relationships, vocal ontogeny, and conservation issues affecting African wildlife. Dr. Fedurek is a member of the Behavioural and Evolutionary Research Group (BERG) at the University of Stirling, where he contributes to interdisciplinary research on animal behavior and human evolution.

• Bilingualism
• Neuroplasticity
• Second Language Acquisition
• +3 more

Michal Korenar is an Assistant Professor in Linguistics at the Department of Dutch Linguistics , Faculty of Humanities , University of Amsterdam. His research focuses on bilingualism, neuroplasticity, and second language acquisition, particularly how multilingual experiences affect brain structure and cognitive functions. Research Trends : Recent studies analyze subcortical neuroplasticity in multilinguals, neural adaptations in interpreters, and the cognitive benefits of language mixing. Key themes include the Dynamic Restructuring Model, code-switching effects, and structural brain changes related to bilingualism. Contact : m.korenar@uva.nl | +31 (0)20 525 4635

Matthew TraxlerView profile

Professor

• Psycholinguistics
• Cognitive Neuroscience
• Language Comprehension
• +7 more

Matthew Traxler is a Distinguished Professor in the Department of Psychology at the University of California, Davis, and an affiliated faculty member of the UC Davis Center for Mind and Brain. His research focuses on unconscious processes in language comprehension, particularly syntactic parsing and semantic processing. Current NIH-sponsored work explores connections between working memory and syntactic parsing Former editorial roles include editorship of Language and Linguistics Compass and associate editorship of Quarterly Journal of Experimental Psychology Research Trends: Recent publications emphasize bilingual language processing, cognitive aging, syntactic priming, and electrophysiological correlates of language comprehension. Key methodologies include eye-tracking, ERP analysis, and multilevel modeling of individual differences. Scientific Awards & Roles: NIH-sponsored investigator Editorial Board Member - Journal of Memory and Language Consulting Editor - Journal of Experimental Psychology: Learning, Memory, and Cognition

• Emotion Psychology
• Mental Health Assessment
• Computational Linguistics
• +3 more

Erik C. Nook serves as Assistant Professor of Psychology at Princeton University, conducting research at the intersection of emotion science, language processing, and mental health assessment. His work leverages computational linguistics and large-scale collaborative approaches to analyze psychotherapy processes and well-being indicators. Dr. Nook's research centers on emotion differentiation, vocabulary development, and regulatory mechanisms across the lifespan. He investigates how linguistic patterns in therapy correlate with treatment outcomes, the neural basis of emotion organization, and developmental trajectories of emotional complexity. His methodology integrates natural language processing, physiological modeling, and ecological momentary assessment to bridge clinical and cognitive psychology. Analysis of Dr. Nook's 2024-2025 publications reveals three dominant research streams: (1) Emotion vocabulary as a biomarker for mental health, (2) Machine learning applications for modeling affective experiences, and (3) Developmental studies of emotion concept organization. His work consistently employs interdisciplinary frameworks, frequently involving multi-institutional 'big team science' collaborations. Key methodological innovations include linguistic distancing metrics, physiological-affective modeling, and computational approaches to psychotherapy transcript analysis.

Ethan KutluView profile

Assistant Professor

• Psycholinguistics
• Speech Perception
• Multilingualism
• +5 more

Ethan Kutlu is an Assistant Professor in the Department of Communication Sciences and Disorders at the University of Iowa's Carver College of Medicine, where he directs the VoiceLab (Variability of identity through context and experience lab). His research bridges linguistic diversity, cognitive mechanisms, and social ecology through psycholinguistic, electrophysiological, and network science methodologies. Education PhD in Linguistics, University of Florida MS in Cognitive Science, Carleton University His research focuses on how speech perception is shaped by ecological factors (local linguistic diversity attitudes), personal social network diversity, and individual variables (multilingual experience, age, identity). Current work examines gradient speech categorization, accent processing in multilingual contexts, neural mechanisms of language perception, and sociocultural impacts on linguistic cognition. He employs computational modeling, EEG, and naturalistic data collection to investigate language-cognition-environment interactions. Analysis of his recent publications reveals strong emphasis on speech perception flexibility across diverse populations (heritage speakers, L2 learners, cochlear implant users), methodological innovation in studying individual differences, and critical examination of race/ethnicity in language processing. His work consistently addresses real-world implications for clinical practice, education, and social justice. Professional Service Editorial Board: Scientific Reports, Canadian Journal of Experimental Psycholinguistics Associate Editor: Applied Psycholinguistics, Frontiers in Psychology Co-founder: ROLE Collective (Reframing our language experience) Funded by the National Science Foundation and National Institutes of Health, Kutlu's research program integrates basic science with applied outcomes. His lab develops computational tools for naturalistic data collection while addressing linguistic inequalities through the ROLE Collective. Notable public engagement includes TEDxUF talks and Vocal Fries Podcast features. Current projects focus on longitudinal speech perception development, computational modeling of accent adaptation, and multilingualism's cognitive impacts.

• Implicit learning and memory
• Cognitive skill acquisition
• Dual-task performance
• +3 more

Professor Peter Frensch is a distinguished cognitive psychologist serving as Chair of General Psychology at the Institute of Psychology, Humboldt University of Berlin. He has held this position since 1998 and previously served as an Honorary Professor at the same institution from 1995-1998. His academic journey includes significant roles at the Max Planck Institute for Human Development (1994-1998) and the University of Missouri-Columbia (1989-1996), where he progressed from Assistant to Associate Professor with tenure. Currently, he also serves as Dean of the Faculty of Mathematics and Natural Sciences II at Humboldt University. Professor Frensch earned his Ph.D. in Psychology from Yale University in 1989, following M.Phil and MS degrees from the same institution. His earlier academic background includes psychology studies at the University of Trier (1979-1984) and electrical engineering at TU Darmstadt (1976-1979). His research program has been consistently supported by major funding bodies including the German Research Foundation (DFG), with numerous projects spanning cognitive skill acquisition, implicit learning, and dual-task performance. Professor Frensch's research primarily focuses on the emergence of awareness of environmental regularities, implicit learning and memory processes, the role of language in behavior regulation, cognitive skill acquisition, and computational modeling of learning and knowledge representation. His work bridges theoretical cognitive psychology with practical applications, particularly in understanding how humans acquire complex skills and process information under various constraints. His research has significantly contributed to understanding the mechanisms of information reduction during skill acquisition and the relationship between implicit and explicit knowledge systems. His extensive publication record demonstrates consistent contributions to cognitive psychology over three decades, with recent work focusing on dual-task performance, implicit sequence learning, and the cognitive mechanisms underlying skill acquisition. Professor Frensch has served as editor for Psychological Research (2000-2008) and is on the editorial boards of several prominent journals including Learning & Individual Differences, Psychological Research, and Psychological Studies. Fellow, American Psychological Association (Division 3) Award from the Faculty of Mathematics and Natural Sciences II of the Humboldt University of Berlin for excellent teaching (2000, 2003, 2006, 2007, 2008) Robert S. Daniel Junior Faculty Outstanding Teaching Award (1992-1993) Graduate Fellowship, Yale University (1985-1989) Fulbright Scholarship, United States Government (1984-1985) His research group has secured substantial third-party funding for projects examining cognitive and neural changes during practice, the acquisition of action-effect bindings, and mechanisms of information reduction. Professor Frensch has supervised numerous doctoral students and collaborated extensively with researchers across Europe and North America, contributing to the international standing of cognitive psychology research at Humboldt University.

• Psychological Assessment
• Personality Psychology
• Intelligence Research
• +7 more

Matthias Ziegler is a Professor of Psychological Diagnostics at the Humboldt University of Berlin, Faculty of Life Sciences. He has held a W3 professorship at the Institute of Psychology since April 2012, following a junior professorship at the same institution from 2008-2010 and again 2011-2012. His academic career includes positions at the Ludwig-Maximilians-Universität München where he worked as a research assistant and held substitute professorships. Professor Ziegler's work spans psychological assessment, personality psychology, intelligence research, and test development. Dr. Ziegler pursued his academic education with studies at the University of Marburg, culminating in a doctorate from the University of Munich under Prof. Dr. Markus Bühner on situational demand and its impact on personality questionnaire validity. He completed his habilitation at the University of Munich with mentors including Prof. Dr. Markus Bühner, Prof. Dr. Josef Zihl, and Prof. Dr. Del Paulhus, focusing on the assessment of personality and its interaction with intelligence in predicting academic performance. Professor Ziegler's research interests center on psychological assessment methodologies, personality psychology (particularly the Dark Triad/Tetrad constructs), intelligence research, situational perception, and vocational interests. His work explores the dynamic interplay between personality traits and situations, the measurement of domain-specific knowledge, and the development of robust psychological assessment tools. He has made significant contributions to understanding how personality traits interact with cognitive abilities to predict academic and professional outcomes. His recent publications demonstrate a consistent focus on innovative assessment approaches, with particular attention to situational perception, personality-state dynamics, and cross-cultural measurement issues. Ziegler's work bridges theoretical personality research with practical assessment applications, often incorporating advanced statistical techniques and multi-method approaches to examine complex person-situation interactions across diverse contexts. Editor in chief of European Journal of Psychological Assessment (2013-2016) Holds DIN 33430 license (professional qualification in psychological assessment) Member of German Diagnostic- and Test Committee Board member of Interdisciplinary Center for Educational Research Member of DGPs, EAPA, EAPP, ISSID professional societies Professor Ziegler has served on numerous editorial boards including European Journal of Psychological Assessment, Personality and Individual Differences, and Journal of Intelligence. His methodological expertise is evident in his extensive reviewer work for over 30 psychological journals. His research program demonstrates strong continuity in developing and validating assessment instruments while exploring the complex relationships between personality, intelligence, and situational factors in predicting meaningful life outcomes.

• Neuroimaging
• Neuropsychology
• Parkinson's Disease
• +3 more

Naroa Ibarretxe Bilbao is a Professor at the Department of Psychology, College of Health Sciences, University of Deusto. She earned her Psychology degree (2005) from the University of Deusto and a PhD in Medicine (2009) from the University of Barcelona, focusing on limbic brain changes in Parkinson's disease using MRI. She conducted predoctoral research at the University of Oxford (FMRIB) in 2007 and leads projects in the Neuropsicología de los trastornos médicos severos team at Deusto. Her research spans Neuroimaging in Parkinson's and multiple sclerosis Cognitive rehabilitation and brain connectivity Neuropsychological effects of prematurity Transcranial stimulation for creativity and language Quality of life in neurodegenerative diseases Her recent publications analyze fatigue networks in Parkinson's (2025), cortical thickness differences in preterm individuals (2024), and transcranial random noise stimulation effects on cognition (2023-2022). Awards include the 2010 Premio Lluis Barraquer (best thesis) and membership in Jakiunde Academy. She mentors students, including Eneritz Bengoetxea (2013 thesis on cognitive rehabilitation in schizophrenia), and directs the University of Deusto's Clinical Neuropsychology Master's program. Her work integrates MRI, neuropsychological assessment, and non-invasive brain stimulation across neurological and psychiatric populations.

Antonio Acedo GarcíaView profile

Lecturer

• Media Literacy
• Transmedia Narratives
• Creative Writing
• +4 more

Antonio Acedo García serves as a Lecturer in the Department of Audiovisual Communication and Advertising at the University of Seville, with joint appointments in the Department of Spanish Literature and Hispano-American Literature. His academic work bridges communication studies, literature, and educational innovation through interdisciplinary collaborations with Université Gustave Eiffel in Paris. His research focuses on Media and Information Literacy (AMI) integrated with transmedia narratives and creative writing pedagogy . Professor Acedo García has developed innovative educational frameworks like the Classroom Improvement Cycle (CIMA), which implements project-based learning to enhance students' critical analysis skills in digital media environments. His work demonstrates significant improvements in students' technical abilities, critical awareness regarding misinformation, and collaborative skills through transmedia projects. Analysis of his recent publications reveals a consistent trajectory examining how transmedia storytelling enhances media literacy within educational contexts, with increasing emphasis on cognitive neuroscience applications and intercultural perspectives . His research spans Spanish and French academic settings, creating a unique comparative framework for understanding media literacy development across different cultural contexts. Professor Acedo García's supervision approach emphasizes both individual and collaborative project development, with continuous assessment through student portfolios. His funded research with the Spanish Ministry of Universities demonstrates institutional recognition of his innovative methodologies, while his international collaborations highlight the broader applicability of his educational frameworks. His laboratory work, though not formally named, centers around transmedia educational projects implemented across multiple academic programs at the University of Seville and Université Gustave Eiffel, focusing on practical application of media literacy concepts through creative production rather than theoretical analysis alone.

Bruno LaengView profile

Professor

• Music Cognition
• Time Perception
• Rhythm and Motion
• +9 more

Bruno Laeng is a Professor of Cognitive Neuropsychology at the Department of Psychology, University of Oslo , where he has worked since 2008. He is director of the Eye Tracking and Pupillometry Laboratory and a principal investigator at the RITMO Centre for Interdisciplinary Studies in Rhythm, Time and Motion . His international academic background includes positions at Harvard University, Massachusetts General Hospital, and universities in Bergen, Tromsø, and Guelph. His research spans perceptual illusions mental imagery music-emotion interactions synesthesia cross-modal cognition pupillometry as a cognitive window with recent work examining how music affects mental effort, social absorption in string quartets, and robotic expressivity. His publications bridge psychology, neuroscience, and music science, often employing eye-tracking and physiological measures. Scientific achievements include 2018 election to the Norwegian Academy of Sciences and Letters 2003 University of Tromsø Teaching Award 2000 University of Tromsø Young Researcher Award Laurea Summa Cum Laude from Università di Roma His interdisciplinary approach combines cognitive theory with computational methods and physiological measures across diverse domains from art perception to human-robot interaction.

• Personality Psychology
• Behavioral Science
• Personality Change
• +4 more

Brent W Roberts is a Professor at the University of Illinois in the Department of Biomedical and Translational Sciences. He has taught courses such as Psych of Personality , Intro Current Topics in Psyc , and Personality and Behav Dynamics . His research focuses on personality psychology, social-emotional-behavioral skills (SEB), longitudinal studies of personality change, and the development of the Behavioral, Emotional, and Social Skills Inventory (BESSI). Research Focus : Personality development, trait stability/change, SEB skills, digital-coaching interventions, and educational psychology Key Publications : Studies on personality plasticity, BESSI validation, conscientiousness as an outcome predictor, and longitudinal effects of adversity Awards : University of Illinois Endowed Chair Collaborations : Affiliated with CI MED Health Innovation, contributing to health innovation initiatives

• Physical Education Pedagogy
• Adapted Physical Education
• Sports Education
• +4 more

Dr. Lecturer Yaşar İsmail Gülünay is a full-time academic at Karabük University's Hasan Doğan Faculty of Sports Sciences, Department of Physical Education and Sports. He holds a PhD in Physical Education and Sports Education from Gazi University (2021) and has taught since 2011 at Karabük University's School of Foreign Languages and Faculty of Sports Sciences. PhD: Physical Education and Sports Education (2017-2021), Gazi University MSc: Physical Education and Sports Education (2012-2016), Gazi University BA: Foreign Language Education (2006-2010), Dokuz Eylül University His research focuses on Physical Education Pedagogy and Adapted Physical Education , particularly examining relationships between intelligence types, physical activity, and academic performance. He supervises master's theses like Tuğçe Coşar's study on future anxiety in teacher candidates. Current projects include TÜBA/TÜBİTAK-supported research on individualized education programs for PE teachers. He serves as Dean Assistant (2024-), MYO Deputy Director (2023-), and Erasmus Coordinator (2022-).

Bert JonssonView profile

Associate Professor

• Mathematics Education
• Cognitive Psychology
• Educational Neuroscience
• +4 more

Bert Jonsson serves as Associate Professor and Deputy Head of Department at Umeå University's Department of Applied Educational Sciences within the Faculty of Social Sciences. His research integrates cognitive psychology with educational practice, focusing on mathematical reasoning and memory mechanisms. Department of Applied Educational Sciences, Faculty of Social Sciences Head of Measurement in Behavioral Sciences research group Active in Learning by Imitative and Creative Reasoning (LICR) project through 2025 Jonsson's research examines how retrieval practice, working memory, and cognitive factors influence mathematical learning. His work employs fMRI brain imaging and eye-tracking methodologies to investigate neural mechanisms during mathematical reasoning, with particular focus on how creative versus algorithmic approaches affect student attention and performance. Current projects explore testing effects across cognitive abilities and interventions for math anxiety. His publication trends reveal consistent focus on retrieval practice efficacy (2020-2025), expanding into meta-analyses of math anxiety interventions (2023) and cross-domain neural studies (2021-2022). Recent work demonstrates that retrieval practice benefits persist regardless of cognitive ability or need for cognition, challenging assumptions about individual differences in learning. Jonsson leads significant research initiatives including: LEARNING TO ENGAGE THE BRAIN (2015-2019) Learning by Imitative and Creative Reasoning (LICR) (2009-2025) His laboratory combines behavioral experiments with neuroimaging to investigate how mathematical reasoning engages brain networks, particularly examining how creative reasoning strategies produce durable learning effects compared to algorithmic approaches. Current work extends these findings to develop classroom applications for improving mathematical proficiency.

Carina GranbergView profile

Associate Professor

• Mathematics Education
• Formative Assessment
• Creative Mathematical Reasoning
• +3 more

Carina Granberg is an Associate Professor at Umeå University's Department of Applied Educational Sciences, where she conducts research at the intersection of mathematics education, cognitive psychology, and educational technology. She is affiliated with the Umeå Mathematics Education Research Centre (UMERC) and leads the ARED - Applied Research on Education and Digitalisation group. Her research focuses on formative assessment practices, creative mathematical reasoning, and the impact of digital tools on learning. Granberg investigates how teacher-student interactions influence motivation and problem-solving abilities, particularly through projects like 'Learning by Imitative and Creative Reasoning' (2009-2025) and 'Teaching that supports students' creative problem-solving in mathematics' (2020-2022). Her work demonstrates that well-designed formative assessment significantly enhances behavioral engagement and autonomous motivation by satisfying students' basic psychological needs. Analysis of her recent publications (2021-2025) reveals consistent emphasis on: Creative mathematical reasoning as superior to imitative approaches Neural correlates of mathematical learning through fMRI studies Diagnostic frameworks for identifying reasoning difficulties Inclusive strategies for students with intellectual disabilities Integration of retrieval practice with creative tasks Her scientific recognition includes: Distinguished University Teacher award Excellent Teacher qualification Granberg actively collaborates with international researchers through projects like the PME (Psychology of Mathematics Education) conferences, where she has co-edited proceedings. Her work bridges neuroscience, educational practice, and digital innovation to transform mathematics instruction.

Kirstie HartwellView profile

Lecturer

• Developmental Psychology
• Cognitive Development
• Social Development
• +6 more

Kirstie Hartwell is a Lecturer in Education and Postdoctoral Research Associate at the Manchester Institute of Education , focusing on socio-cognitive development and language intervention. She leads the adaptation of the Parents and Children Together (PACT) program for children with Down syndrome (PACT-DS). Education : PhD in Human Cognition (The University of Manchester, 2018-2022) BSc (Hons) in Speech and Language Therapy (The University of Manchester, 2014-2018) BA (Hons) in English Literary Studies and Journalism (University of Worcester, 2008-2011) Research Interests : Developmental psychology of socio-cognitive skills in typical/atypical contexts Nonverbal communication and gestural reasoning in preschoolers Intervention design for developmental disorders (e.g., Down syndrome) Cross-linguistic cognitive development Article Trends : Her work spans developmental psychology, language intervention, and inclusive education, with recent studies on inferential reasoning (2025), metatalk in Turkish/English speakers (2024), and PACT-DS feasibility (2023). Professional Memberships : Down Syndrome Clinical Excellence Network Royal College of Speech and Language Therapists Fellow of Higher Education (AdvanceHE) Teaching Roles : MEd Psychology of Education (Unit Lead: EDUC60721, 2024-2025) Learning and Individual Differences (EDUC60732) Social Psychology in Classroom and Communities