Find Academic Supervisors

Tanja LinnavalliView profile

Lecturer

• Cognitive Science
• Educational Neuroscience
• Music Education
• +5 more

Tanja Linnavalli is a University Lecturer at the Department of Education , University of Helsinki, specializing in cognitive science and educational neuroscience. She contributes to the Centre of Excellence in Music, Mind, Body and Brain and co-supervises doctoral students in the Doctoral Programme in Cognition, Learning, Instruction and Communication . Her research explores music-based interventions, mathematical cognition, and prosocial behavior development in children. Education: PhD in Cognitive Science (2019) MA in Cognitive Science (2014) MSc in Musicology (2002) Linnavalli's research bridges music education, neuroscience, and social justice. Key projects include MUSPRO (Music, Sports, and Prosocial Behavior) and MArBLeS (Mathematics and Arts-Based Learning). Her work focuses on physiological arousal in learning, mentalizing interventions, and multilingualism in education. Recent publications highlight cross-domain impacts of music on language and math skills, prosocial behavior, and health-related quality of life in early childhood education. She collaborates internationally, including academic visits to the University of Alicante and participation in symposia like Neurodynamics of Language and Music and Suncoast Music Education Research Symposium . Scientific Awards: Vuoden Norssi Prize (2025) Linnavalli leads research projects funded by foundations such as Svenska kulturfonden and Svenska Litteratursällskapet i Finland , focusing on arts-based learning and prosocial development. She contributes to public discourse through media appearances, emphasizing music's role in language acquisition and cognitive growth.

• Cognitive Neuroscience
• Sleep and Memory
• Non-invasive Brain Stimulation
• +4 more

Dr. Michael Barham serves as an Associate Lecturer in the School of Psychology within Deakin University's Faculty of Health. He holds an active academic position since October 2019 and maintains research affiliations with the Cognitive Neuroscience Unit (CNU). His institutional contact details include office phone +61 3 924 45977 and email michael.barham@deakin.edu.au at Melbourne Burwood Campus. His educational background includes a PhD from Deakin University (2021) focused on sleep brain waves and memory, a Graduate Diploma of Psychology from Deakin, and a Bachelor of Science from the University of Melbourne. Barham's research centers on non-invasive brain stimulation techniques (TMS) and neuroimaging methods (EEG) to investigate cognitive processes in both clinical and non-clinical populations. His work frequently examines sleep-dependent memory consolidation, implicit learning mechanisms, and neural correlates of language processing. Current projects include the 'Big NIBS Data' initiative for brain stimulation data sharing. His publication analysis reveals dominant trends in cognitive neuroscience methodology , with significant contributions to TMS-EEG integration, sleep-memory relationships, and low-cost neuroimaging validation. Recent work (2024-2025) emphasizes open science infrastructure for brain stimulation research. Current doctoral supervision includes three students: Shelby Wan Ying Lim (language impairment and mental health), Chunnian Zeng, and Lucy Callan Wight (both researching ADHD neurophysiology including sleep-cognition relationships). Teaching responsibilities span core first-year subjects ( Introduction to Psychology HPS111/HPY711, Health Psychology: Behaviour Change HBS110) and advanced fourth-year courses ( Research Methods: Advanced HPS434).

Gregor HardiessView profile

Senior Lecturer

• Cognitive Neuroscience
• Working Memory
• Spatial Cognition
• +5 more

PD Dr. Gregor Hardiess is a Senior Lecturer in Cognitive Neuroscience at the Faculty of Biology, University of Tübingen. His research explores the interplay between gaze behavior, working memory, and spatial cognition, with a focus on both healthy subjects and visually impaired patients. Supervises student theses (PhD, Master, Bachelor) in Visual Cognition, Spatial Cognition, and Neurobiology Conducts practical courses and seminars on topics like Visual Cognition, Spatial Cognition, and Working Memory His work investigates how eye and head movements support cognitive processes, particularly in dynamic environments. He studies trade-offs between sensory acquisition and memory usage, spatial working memory metrics, and compensation strategies for visual field defects in navigation tasks. Key publication themes include gaze control in collision avoidance, cross-modal integration in working memory, and language's role in spatial cognition. He has contributed to journals such as Journal of Vision , Vision Research , and Frontiers in Psychology , with a focus on experimental methodologies in virtual reality. Hardiess also engages in interdisciplinary collaborations, delivering invited talks on topics like gaze adaptation, visual exploration in hemianopic patients, and cognitive strategies in spatial tasks.

Joseph ToscanoView profile

Associate Professor

• Speech Perception
• Language Processing
• Cognitive Neuroscience
• +5 more

Joseph Toscano is an Associate Professor in the Department of Psychological and Brain Sciences at Villanova University. He is currently on leave, serving as a Rotating Program Director at the National Science Foundation (NSF) since 2024. His research bridges speech perception, language processing, and cognitive neuroscience, integrating computational models, neuroimaging, and behavioral studies. Dr. Toscano teaches graduate and undergraduate courses in psychology, neuroscience, and cognitive science, including a lab course on speech perception for non-science majors. His lab, the Word Recognition & Auditory Perception (WRAP) Lab, focuses on topics like top-down effects on perception, hearing difficulty, computational models of speech development, and acoustic cue integration. The lab emphasizes inclusivity and student-driven research. His recent publications analyze gradient activation of referents in speech, neural decoding of speech sounds, and impacts of face masks on speech recognition. Key research themes include maintaining sub-phonemic uncertainty over time, cross-modal perception, and adaptive speech processing. Scientific awards include Best Student Paper in Speech Communication — First Prize (2006) Best Student Paper in Speech Communication — Second Prize (2008) Graduate Student Travel Award from the Psychonomic Society (2017) Graduate Student Travel Award from the Psychonomic Society (2015) Dr. Toscano has supervised numerous M.S. students, including Harini Sankar (2024), Reet Patel (2024), and Grace Gervino (2023), with projects spanning computational models of speech perception to effects of bilingualism on vowel categorization. The WRAP Lab welcomes researchers across disciplines to explore perception and cognition.

Bob McMurrayView profile

Professor

• Speech Perception
• Cognitive Science
• Developmental Psychology
• +5 more

Bob McMurray is a Professor in the Department of Communication Sciences and Disorders and the Department of Psychological and Brain Sciences at the University of Iowa. His research focuses on spoken and written word recognition across the lifespan, integrating techniques such as eye-tracking, EEG, computational modeling, and MRI. He explores how cognitive science theories apply to real-world developmental and clinical contexts, including language disorders and hearing impairments. McMurray teaches courses like Language Processes, Cognitive Science of Language, and doctoral seminars. His work emphasizes linguistic diversity, neuroplasticity, and the neural underpinnings of language processing. Key contributions include studies on cochlear implant performance, speech categorization consistency in children, and the impact of listening effort in challenging acoustic conditions. Educational background: Not explicitly listed in provided text. Research interests span speech perception, developmental psycholinguistics, and neurocognitive mechanisms of language. Recent work highlights the role of auditory grouping in cochlear implant users, the relationship between oculomotor coordination and reading skills, and the influence of social network diversity on speech perception flexibility. McMurray has collaborated on longitudinal projects like the Growing Words Project, examining cognitive control and word recognition development. His recent articles explore topics such as speech categorization in children with language disorders, cochlear implant efficacy in single-sided deafness, and the dynamics of lexical access during spoken word recognition. McMurray’s research bridges clinical applications and theoretical linguistics, with a focus on individual differences and real-world outcomes. No scientific awards explicitly listed in the provided text. Advising/grants: No specific student advisees or grant details mentioned. McMurray is affiliated with the RISE-CSD Clinic and contributes to interdisciplinary teams in audiology and neuroscience.

Tom LinView profile

Assistant Professor

• Science Fiction Studies
• Popular Culture Studies
• History of Technology
• +3 more

Tom Lin is an Assistant Professor in the Department of English at the University of Iowa's College of Liberal Arts and Sciences. His research explores the intersection of science fiction, popular culture, and the history of technology, alongside scholarly work on language development and disorders. He authored The Thousand Crimes of Ming Tsu (2021), which won the 2022 Andrew Carnegie Medal for Excellence in Fiction. Current projects include a new novel (2026) and a study on American nuclear tourism. His research investigates how technical systems are shaped by cultural narratives, blending literary studies with technological history. He also studies language processing in children, focusing on genetic and neurodevelopmental factors influencing language abilities. His work addresses conditions like developmental language disorder, reading impairments, and the impact of hearing loss on language outcomes. Tom has contributed to advancements in automated language assessment tools such as the Lingo platform. His research frequently integrates interdisciplinary approaches, combining genetics, neuroscience, and computational methods to understand individual differences in language development. Awards: 2022 Andrew Carnegie Medal for Excellence in Fiction His scholarly contributions emphasize practical applications of linguistic research, including studies on cochlear implants, early intervention strategies for hearing-impaired children, and the role of handedness in language disorders. He collaborates on large-scale genomic studies to identify genetic markers associated with language abilities.

• Child Language Acquisition
• Bilingualism
• L2 Syntax
• +4 more

Ana T. Pérez-Leroux is a Professor of Spanish and Linguistics and Chair of the Department of Spanish & Portuguese at the University of Toronto. She holds a cross-appointment in the Department of Linguistics and is affiliated with Victoria College. Her research focuses on child language acquisition, bilingualism, and Spanish syntax, particularly the acquisition of recursive noun phrases and silent grammatical components. She has served on the editorial boards of Bilingualism: Language and Cognition , Borealis , and Revista de Logopedia y Foniatría , and is a co-editor since 2019. She has taught courses on language acquisition, Spanish grammar, and bilingualism. Education: PhD, Hispanic Linguistics, University of Massachusetts (1993) MA, Spanish & Linguistics, University of Massachusetts Amherst (1992) Licenciatura cum Laude, Modern Languages, Universidad Autónoma de Santo Domingo (1983) Administrative Service: Chair of the Department of Spanish & Portuguese, University of Toronto (2019–Present) Director, Cognitive Science Program, University of Toronto (2014–2019) Research Interests: Her experimental work explores how monolingual and bilingual children learn syntax and semantics, especially recursive structures and silent constituents. She investigates grammatical complexity in Spanish and other Romance languages, with recent emphasis on bilingual vulnerability and L2 acquisition challenges. Publications: Her recent work includes studies on NP recursion, clitic systems in bilingual children, and syntax-semantics interfaces. Key contributions address recursive modification, object omissions, and the interplay between language structure and cognitive development. Awards/Honors: Not explicitly listed in provided texts, though her editorial roles and leadership positions reflect academic recognition. Grants & Labs: Her research has been supported by grants focusing on language acquisition and bilingualism. She directs projects on child language development and collaborates internationally, including visits to Universidade Federal do Rio de Janeiro (2013–2014) and Michigan State University (2003–2004).

Shelia KennisonView profile

Professor

• Cognitive Science
• Cybersecurity
• Psycholinguistics
• +4 more

Shelia Kennison is a Professor of Psychology at Oklahoma State University (OSU), affiliated with the Department of Psychology within the College of Arts and Sciences. She holds an Orcid identifier (0000-0001-9298-3152) and oversees the Collaboration Network Laboratory. Her work focuses on cognitive science, cybersecurity, psycholinguistics, bilingualism, humor, and brain science. She has been at OSU since 2000, progressing from Assistant (2000–2006) to Associate (2006–2013), and Professor (2013–present). Education includes a Ph.D. and M.S. from the University of Massachusetts Amherst (1993–1995 and 1991–1993), and an A.B. from Harvard University (1985–1989). Postdoctoral training at the University of Illinois (1995–1996) under Garnsey SG furthered her expertise in psychophysiology. Research interests span cognitive neuroscience of humor, cybersecurity education, and language processing in multilingual contexts. Her lab engages undergraduate researchers through Psychology 4990: Research Practicum and has produced numerous co-authored conference presentations and articles. Notable collaborations include the NSF-funded 'Personalized Cybersecurity Education and Training' (2019–2024) and 'Next Generation User Interfaces for Gateway Autonomous Operations' (2019–2020). Awardees of distinction include the Regents Distinguished Teaching Award, APA Fellowships, and multiple mentoring awards. She has supervised 16 Wentz Research Award projects and 24 senior/honors theses. Teaching includes courses like Neurobiological Psychology, Psychology of Humor, and Introduction to Cognitive Science, offered in both online and face-to-face formats. Her lab’s current work explores the biological basis of humor, cybersecurity behavioral patterns, and multilingual cognitive processes. She serves as Senior Editor for Current Psychology and has contributed to textbooks like Psychology of Language: Theory and Applications (2018) and The Cognitive Neuroscience of Humor (2020).

Wilson VieiraView profile

Researcher

• Cross-cultural Psychology
• Cognitive Flexibility
• Human Adaptability
• +3 more

Wilson Vieira serves as a Research Associate and PhD Student at the Department of Comparative Cultural Psychology, Max Planck Institute for Evolutionary Anthropology in Leipzig. His work bridges biology, anthropology, and psychology with extensive fieldwork across diverse cultural contexts. Specializing in cross-cultural psychology, Vieira investigates how environmental contexts and cultural conditions shape cognitive flexibility in humans. His research compares BaYaka hunter-gatherers, Bandongo fisher-farmers in the Republic of the Congo, and German children to understand decision-making processes and problem-solving adaptability. This work connects cognitive development with broader themes of human adaptability and cultural evolution. Vieira's publication record demonstrates strong cross-cultural methodology, particularly in developmental psychology and primate behavior. His recent work features innovative comparative frameworks like TANGO-CC for assessing cognitive traits across societies. Key awards and recognition: Fellow member of The Explorers Club (2023) Two Centre for Research in Anthropology (CRIA) Fellowship Grants (2017, 2018) With native Portuguese fluency and working knowledge of English, French, Spanish, and Guinea-Bissau Creole, Vieira maintains active field collaborations in Central and West Africa. His research trajectory shows consistent focus on human-environment interactions across ecological and cultural gradients.

• Norwegian Linguistics
• Second Language Acquisition
• Quantitative Methods in Language Research
• +3 more

Bård Uri Jensen is an Associate Professor of Norwegian Linguistics at the University of Inland Norway, affiliated with the Faculty of Teacher Education and Pedagogy and the Department of Nordic Languages and Literature. He holds a PhD from the University of Bergen (2017), an MA in Norwegian from the University of Oslo (2005), and a Computer Science degree from the University of Strathclyde (1987). His research focuses on the intersection of linguistics and quantitative methods, with particular interest in writing tools' impact on student texts, syntactic properties of second language learners, and multilingual aphasia. He has been a key contributor to the journal NOA: norsk som andrespråk as its editor since 2020 and serves on Norway's National Professional Body for Nordic Languages and Literature. His teaching spans linguistics in teacher education and master's programs, emphasizing Norwegian as a second language and quantitative methods in the humanities. Jensen's research highlights include a doctoral thesis examining how writing tools influence pupil writing, revealing gender-based differences in text spontaneity. He has also explored syntactic aspects of second language acquisition and language mixing in multilingual aphasia. Notable publications include studies on metaphor comprehension in second language learners, predictors of object naming in aphasia, and methodological challenges in second language research. His expertise extends to language policy roles, including membership in the Language Council's expert council for standardization (since 2022). He maintains a personal website with teaching and research resources and collaborates on projects like the Regnbuefyrtårn certification program for eldercare professionals. His work consistently bridges empirical linguistics with practical applications in education and healthcare.

Alena EspositoView profile

Associate Professor

• Cognitive Development
• Bilingual Education
• Educational Policy
• +3 more

Dr. Alena Esposito is an Associate Professor of Psychology at Clark University, specializing in cognitive development and bilingual education. She holds a B.I.D. in Industrial Design from North Carolina State University, an M.A.T. in Elementary Education from East Carolina University, and a Ph.D. in Lifespan Developmental Psychology from North Carolina State University. Her postdoctoral research at Emory University focused on cognitive and academic outcomes in dual-language education. Dr. Esposito’s research investigates malleable factors influencing learning, particularly for emerging bilingual students. Her work examines how dual-language education impacts cognitive and academic outcomes, with a focus on memory integration, semantic memory across languages, and knowledge base development. She also explores strategies to improve educational policy and practice for bilingual learners. Her recent studies include investigations into self-derivation of knowledge through memory integration, executive functions in bilingual education, and the role of presentation formats (e.g., audio, visual) in learning. Current lab projects include studies on fraction understanding in children, adult learning mechanisms, and the intersection of identity and academic achievement among Asian students. Grants: National Science Foundation (2024–2028): Examining factors supporting bilingual classrooms Institute of Education Sciences (2019): STEM education and cognitive development Spencer Foundation: Bilingual education and language practices Dr. Esposito teaches courses on cognition and lifespan development. Her lab collaborates with schools to design interventions that enhance learning outcomes for diverse populations.

Zoltan DienesView profile

Professor

• Bayesian Methods
• Statistical Inference
• Consciousness Studies
• +5 more

Prof. Zoltan Dienes is a Professor in Experimental Psychology at the University of Sussex, Director of the Centre for Open Science and Research Reform. His work focuses on Bayesian statistical methods, unconscious mental processes, and reforming scientific practices. He advocates for Registered Reports and computational reproducibility. Education: BA (Natural Sciences, Cambridge), MA (Experimental Psychology, Macquarie), D.Phil (Experimental Psychology, Oxford). Research interests include Bayesian inference, phenomenological control (e.g., hypnotic suggestibility), and distinguishing conscious/unconscious knowledge. He critiques conventional statistical practices and promotes open science initiatives. Key grants include studies on mindfulness, implicit cognition, and hypnotisability. Editor roles in journals like Psychology of Consciousness and Royal Society Open Science . Teaches courses on conscious/unconscious processes and research reform. Active in promoting reproducible research and registered reports.

Matthew DyeView profile

Professor

• Cognitive Neuroscience
• Deaf Studies
• Visual Perception
• +3 more

Matthew Dye is a Professor of Liberal Studies at the National Technical Institute for the Deaf (NTID) within Rochester Institute of Technology (RIT). He directs the joint Ph.D. program in Cognitive Science at RIT and leads the NTID SPACE Center. Dye also holds an adjunct appointment in Neuroscience at the University of Rochester Medical Center (URMC). His educational background includes a B.Sc. (Hons.) from Manchester Polytechnic (UK), an M.Sc. from the University of Stirling (UK), and a Ph.D. in Psychology from the University of Southampton (UK). His postdoctoral research at the University of Rochester (2002-2009) focused on brain and cognitive sciences, particularly in British Sign Language psycholinguistics. Dye’s research explores how deafness influences visual and multi-sensory processing, with a focus on selective attention, neuroplasticity, and sign language structure. His work has been funded by the National Science Foundation (NSF) and the National Institutes of Health (NIH). He teaches courses in RIT’s Psychology undergraduate program and oversees the Rochester Postdoctoral Partnership, a mentoring initiative for deaf and hearing scholars. His research highlights include studies on crossmodal plasticity in cochlear implant users, visual attention differences in deaf individuals, and the impact of sign language on facial expression recognition. Dye actively participates in interdisciplinary collaborations, including the deaf 𝑥 lab , which investigates deaf-centric approaches to cognitive development and visual processing. Key achievements include membership in an NIH review group (2020) and leadership roles in programs like the Rochester Bridges to the Doctorate, aimed at supporting deaf students in biomedical sciences. Dye’s labs, such as the GeoLab and STAR Lab, utilize advanced neuroimaging and eye-tracking technologies to advance understanding of deaf cognition.

Kenneth J. KurtzView profile

Professor

• Cognitive Psychology
• Neural Network Models
• Categorization
• +4 more

Kenneth J. Kurtz is a Professor in the Department of Psychology at Binghamton University. His research focuses on cognitive mechanisms underlying categorization, comparison, and analogical reasoning. He investigates how these processes bridge perceptual experience and stored knowledge, with applications in education and machine learning. His lab employs behavioral studies and neural network models, such as the DIVA model, to study human learning and conceptualization. Education: PhD in Psychology from Stanford University, BS from Brown University. Current research interests include relational category learning, neural network simulations of cognition, and transfer of learning in educational settings. He is accepting graduate students for Fall 2024. Key research areas involve the role of comparison in promoting analogical transfer, relational encoding for problem-solving, and the design of effective pedagogical strategies to enhance conceptual understanding. His work emphasizes the interplay between perceptual input and abstract knowledge structures. Recent studies explore how structured comparison and category construction can improve generalization and transfer in learning tasks, with implications for both cognitive science and educational technology. His team also investigates computational models that simulate human categorization processes and their implications for AI.

William CunninghamView profile

Professor

• Artificial Intelligence
• Cognitive Neuroscience
• Social Psychology
• +5 more

William Cunningham is a Professor at the University of Toronto, cross-appointed at the Vector Institute for Artificial Intelligence and the Department of Computer Science. His research integrates artificial intelligence with multi-level approaches from neuroscience, psychology, sociology, and cultural anthropology to study social cognition and group dynamics. The Social Cognitive Science and SocialAI lab focuses on computational models of cooperation, competition, and social judgment, leveraging deep neural networks and multi-agent systems. Cunningham’s work addresses how societies navigate collective challenges through emergent behaviors and algorithmic frameworks like Sorrel and Concordia. Research interests include generative AI ethics, stereotype persistence, and the interplay between computational models and human social structures. He explores how technology and social systems co-evolve, examining topics like polarization, punishment psychology, and cultural influences on cognition. Recent projects use reinforcement learning to simulate generational social norms and analyze mental health in the context of autistic trait camouflage. Cunningham’s interdisciplinary approach bridges machine learning, neuroscience, and social science to address pressing questions about human behavior and societal progress. His work on societal and technological progress emphasizes adaptive systems through frameworks akin to 'patchwork quilts,' highlighting incremental innovation and cultural integration. Public health studies during the pandemic demonstrated how national identity influences policy support, reflecting broader interests in crisis-driven social coordination and computational epidemiology.