Find Academic Supervisors

• Linguistics
• Cognitive Science
• Implicit Learning
• +4 more

Patrick Rebuschat is a Professor of Linguistics and Cognitive Science at Lancaster University, serving as Director of Internationalization in the Faculty of Arts and Social Sciences. He holds additional roles as Distinguished International Professor at the University of Tübingen and Director of the Heritage Language 2 Consortium (HL2C). He co-directs the Lancaster Language Learning Lab (4L) and coordinates the NOVA Lancaster partnership. His research focuses on the cognitive mechanisms underlying language learning, emphasizing implicit learning, statistical learning, heritage language bilingualism, and second language acquisition. He received his PhD from the University of Cambridge and BA from the University of Lisbon, with prior teaching stints at institutions like Harvard and Georgetown University. Research interests include studying how the mind and brain process novel languages, particularly through implicit and statistical learning paradigms. Key topics include individual differences in learning, explicit knowledge’s impact on implicit learning, and the role of frequency in acquisition. His work bridges experimental psychology, computational modeling, and applied linguistics. Recent publications highlight advancements in understanding cross-situational learning, heritage language dynamics, and statistical learning across ages. His collaborative projects, such as HL2C and NOVA Lancaster, aim to advance multilingualism research and education. Supervision focuses on six core questions addressing learning mechanisms, measurement, and neural representation of language knowledge. Rebuschat’s affiliations include leadership roles in research groups like SLLAT and participation in global initiatives like the Camões Institute Chair for Multilingualism. His outreach efforts, such as Native Explorers, promote science and multilingualism among diverse communities.

Petroc SumnerView profile

Professor

• Perception and action
• Control of basic behaviour
• Visual signals
• +6 more

Dr. Petroc Sumner is a Professor in the School of Psychology at Cardiff University, where he has been employed since 2006. His research focuses on the relationship between perception and action, particularly how visual signals trigger actions and how behavior is controlled to prevent reflexive responses when unwanted. He leads research using behavioral measures, eye tracking, fMRI, and MEG to investigate these mechanisms in both healthy volunteers and patients. BA in Natural Sciences, 1st Class, University of Cambridge (1996) PhD, Department of Experimental Psychology, University of Cambridge (2000) Diploma of Imperial College, London, in Advanced Study in Learning and Teaching (2003) Professor Sumner's research examines how automatic sensorimotor behavior is controlled in health and disease, with particular interest in how visual signals that may not be consciously perceived can trigger actions. His work investigates why people differ in basic behavioral control mechanisms, which can be disrupted by brain damage, degeneration, or mental disorders. He also explores decision-making processes related to eye movements and investigates why everyday perception appears immune to visual distortions and imperfections introduced by our eyes and visual system. His recent publication record demonstrates a strong focus on visual hypersensitivity, vestibular disorders (particularly Persistent Postural Perceptual Dizziness), and the intersection of technology with psychological research. His work spans from fundamental cognitive neuroscience to applied clinical research, with increasing emphasis on developing technological solutions for rehabilitation and assessment. The research shows a clear trajectory toward translational applications while maintaining strong theoretical grounding in cognitive and perceptual processes. David Marr Medal, Applied Vision Association Professor Sumner has supervised numerous PhD students including James Harrison and currently supervises Rebecca Oates. His research has been supported by substantial grants from ESRC, Wellcome Trust, BBSRC, and other funding bodies totaling over £1 million. His work on science communication, particularly regarding the relationship between academic press releases and health news reporting, has received significant attention. He is part of the CUBRIC (Cardiff University Brain Research Imaging Centre) team and collaborates extensively both within Cardiff University and with external institutions including UCL, John Hopkins, and others internationally. Professor Sumner leads research teams investigating sensorimotor control, visual perception, and decision-making processes. His laboratory integrates behavioral testing with advanced neuroimaging techniques through collaborations with Cardiff's imaging facilities. He is part of the insciout.com project investigating communication between scientists and journalists, particularly regarding health-related research. His research group includes collaborators such as Aline Bompas, Chris Chambers, and Georgina Powell, with whom he has published extensively on visual processing, attention, and motor control.

• Early Childhood Education
• Language Development
• Literacy
• +3 more

Jane Torr is an Associate Professor and Honorary Associate Professor at the Macquarie School of Education, Macquarie University. Her research focuses on language development in early childhood, educator-child interactions, and literacy practices in diverse settings. Key areas include infant communication, bilingual education, and the role of multimodal discourse in learning. Her projects explore topics such as educator-infant talk in childcare centers, literacy-oriented interactions during shared reading, and the impact of technology in language education. She has conducted studies on cross-cultural parent-child communication, the effectiveness of tablet-based learning tools, and the quality of early childhood pedagogy. Notable contributions include analyzing mealtime conversations as language-learning contexts, evaluating children’s television for educational value, and investigating the linguistic diversity in early childhood settings. Her work bridges theoretical frameworks like systemic functional linguistics with practical applications in educational practices. Key Projects: Investigating educator-infant talk and peer interactions in childcare (2014–2021) Literacy-oriented talk in mother-child reading interactions (2014) Quality of educator-infant interactions in childcare (2013) Research Themes: Infant language acquisition Multilingual education Technology in early language learning Pedagogical discourse analysis

C.J.M. (Cor) SuhreView profile

Researcher

• Educational Research
• Educational Psychology
• Teacher Education
• +7 more

Dr. C.J.M. (Cor) Suhre is a Research Associate in the Faculty of Behavioural and Social Sciences at the University of Groningen, specializing in Teaching and Teacher Education. With over 100 research outputs spanning more than a decade, Dr. Suhre maintains an active research profile in educational psychology and teacher development. Dr. Suhre's research interests focus on educational assessment, teacher education, school leadership, and cognitive development in learning contexts. Their work particularly examines formative assessment practices, logical reasoning development, distributed leadership in schools, and the relationship between school vision and teacher commitment. Recent research has explored the impact of explicit school vision on teacher commitment, formative assessment instruments in science education, and the influence of leadership on PhD students' sense of belonging in Kenyan universities. Analysis of Dr. Suhre's publication history reveals consistent contributions across multiple educational subfields, with particular emphasis on practical applications for classroom instruction and school improvement. The research demonstrates strong methodological diversity, incorporating qualitative, quantitative, and mixed-methods approaches to address complex educational challenges. Best paper award (2017) Dr. Suhre actively contributes to the academic community through editorial work and peer review for journals including Learning Environments Research, Studies in Educational Evaluation, and Learning and Individual Differences. Their scholarly network includes collaborations with researchers across multiple institutions, particularly within the Dutch educational research community.

• Quantitative Methods
• Visual Perception
• Human Decision Making
• +3 more

Dr. Martin Lages is a Senior Lecturer at the School of Psychology & Neuroscience, University of Glasgow, affiliated with the Centre for Cognition, Language, and Metascience (CLM). He holds a PhD from Oxford University and Heidelberg University. His research spans quantitative methods (hierarchical models, Bayesian inference), visual perception (motion, stereo vision), and human decision-making (cognitive bias, rationality). Lages has secured grants including the Erasmus+ TquanT Project (2015–2018, PI) and Leverhulme Trust funding (2011–2013, PI). He advises PhD students Kitti Ban, Elaine Jackson, and Elena Minucci. His work often intersects forensic psychology, exploring juror decision-making and legal systems. Notable publications include studies on hierarchical signal detection models (2024) and the Scottish verdict system (2022). Research Focus: Lages’ research bridges quantitative analysis with perceptual and cognitive processes. He investigates how visual cues inform 3D motion perception and how cognitive biases influence legal outcomes. Recent work examines autism-related social interactions using registered reports (2025). His Bayesian modeling approaches address gaps in understanding binocular vision and decision-making dynamics. Grants & Collaborations: He led projects on 3D motion perception (Leverhulme Trust) and quantitative teaching (Erasmus+). Collaborations include the Scottish Vision Group and Society for Mathematical Psychology.

• Computer Science
• Artificial Intelligence
• Machine Learning
• +5 more

Jian Chen is a prolific academic researcher with affiliations across multiple institutions worldwide, primarily in China but also including international universities. The DBLP disambiguation page lists 47 distinct individuals with this name, working in various departments including Computer Science, Electrical Engineering, Telecommunications Engineering, and other technical fields at prestigious institutions such as Zhejiang University, Xidian University, Northeastern University, and Ohio State University. Research interests span a wide range of technical domains including artificial intelligence, machine learning, computer vision, network security, medical imaging, and electrical engineering. Recent publications indicate active research in deep learning applications, image processing, trajectory analysis, and biomedical informatics. The publication output is substantial, with numerous papers appearing in IEEE Access, Pattern Recognition, and other high-impact journals. The research trends show a strong focus on practical AI applications across multiple domains, with particular emphasis on medical imaging, network security, and intelligent control systems. Many publications involve collaborative work with researchers across different institutions, indicating an active research network. While specific awards are not listed in the provided DBLP information, the volume and quality of publications suggest recognition within the academic community. The research output demonstrates expertise in both theoretical development and practical implementation of computational methods. Jian Chen appears to be actively mentoring students, as evidenced by the numerous collaborative publications, though specific student names aren't detailed in the DBLP records. The research spans both fundamental algorithm development and applied problem-solving across various engineering and computer science domains.

• Cognitive Psychology
• Educational Neuroscience
• Developmental Psychology
• +4 more

Barbara Carretti is a Full Professor at the University of Padua, Italy. Her research focuses on cognitive processes in learning and memory, particularly reading comprehension, individual differences in cognitive abilities, and age-related changes in cognition. She explores topics such as working memory, developmental dyslexia, educational interventions, and the impact of technology on learning. Her work addresses challenges faced by students with learning disabilities, including those in higher education, and emphasizes the importance of soft skills, social-emotional competencies, and behavioral adaptations for academic success. She investigates cognitive training methods, such as computerized interventions targeting executive functions, to improve reading and problem-solving skills. Carretti has contributed to developing assessment tools like the Italian Behavioral, Emotional, and Social Skills Inventory (BESSI-I) and explores spatial cognition in populations with Down syndrome. Her research also examines the effects of multitasking on comprehension and the role of empathy in postpartum mental health. Her studies span from early childhood to aging populations, addressing topics such as cognitive reserve in older adults, injury-related behaviors, and the efficacy of mindfulness-based attention training. She advocates for evidence-based educational practices and inclusive policies to support diverse learners.

Rachel PyeView profile

Associate Professor

• Dyslexia
• Multilingual Literacy Assessment
• Educational Psychology
• +3 more

Dr. Rachel Pye is an Associate Professor of Psychology at the University of Reading, serving as School Director of Teaching and Learning. She holds a BSc (Hons) in Psychology from the University of Birmingham, followed by an MSc and PhD in Psychology from the University of Reading. Her research focuses on dyslexia, multilingual literacy assessment, neuromyth beliefs in education, and the impact of digital media on child learning. She co-leads the PRaES (Pedagogical Research and Educational Scholarship) group and serves on the Forum for Research on Literacy and Language (FRiLL) committee. Her work spans cognitive and developmental psychology, with notable contributions to multilingual reading assessment methods and the effects of touch screen technologies on children’s learning. Recent studies explore assessment reforms in higher education and memory dynamics in forensic contexts. She has been recognized as a Senior Fellow of the Higher Education Academy. Key publications include groundbreaking studies on bimodal learning strategies, formative assessment innovations, and military family dynamics. Her research often employs mixed-methods approaches, combining experimental and qualitative analyses to address educational and psychological challenges.

• Second Language Acquisition
• Task-Based Language Teaching
• Multilingual Writing
• +3 more

Mahmoud Abdi Tabari is a Teaching Assistant Professor at the University of Nevada, Reno, specializing in applied linguistics with a focus on second language acquisition and task-based language teaching. His research explores task design characteristics, cognitive aspects of academic writing, and the impact of individual differences on L2 performance. Education: PhD in Applied Linguistics from Oklahoma State University (2018) His research interests include task complexity, written corrective feedback, and mixed-methods research designs. Recent work examines interactions between task repetition, rehearsal, and emotional states in L2 writing, as well as cognitive load dynamics in task-based contexts. Key themes in his publications involve analyzing linguistic complexity metrics, self-efficacy development, and pedagogical task sequencing models like the SSARC framework. Abdi Tabari's articles consistently address methodological innovations in measuring L2 outcomes, including cohesion analysis, automated text evaluation, and meta-analytic approaches to task sequencing effectiveness. He emphasizes the importance of task readiness factors such as planning and topic familiarity in shaping writing quality and affective responses.

Alexis HannaView profile

Assistant Professor

• Individual Differences
• Career Choices and Success
• Person-Environment Fit
• +3 more

Alexis Hanna is an Assistant Professor of Management at the University of Nevada, Reno's College of Business, Department of Management. She holds a Ph.D. in Industrial/Organizational Psychology from the University of Illinois, Urbana-Champaign (2020), an MS from the same program (2018), and a BA in Psychology and Math from Saint Mary’s College (2015). Her research focuses on individual differences, particularly vocational interests and personality, and their impact on career choices, person-environment (P-E) fit, and recruitment practices. She employs advanced statistical methods like structural equation modeling and meta-analysis. Key research areas include gender and ethnic disparities in career fit, longitudinal changes in P-E fit, and automation’s role in future work. She advises the ARC Lab, focusing on these themes. Courses taught include Data Analysis II, Advanced Research Methods in Management, and Quantitative Management Systems. Publications span journals like Applied Psychology and Journal of Vocational Behavior , addressing topics such as interest gaps in labor markets and AI-enhanced career prediction. Her work bridges psychological theory with real-world career dynamics, emphasizing equitable outcomes and methodological innovation.

Bahar KöymenView profile

Senior Lecturer

• Developmental Psychology
• Socio-cognitive Development
• Child Communication
• +4 more

Bahar Köymen is a Senior Lecturer in Developmental Psychology at the University of Manchester, UK. She holds a PhD in Education from the University of California, Santa Barbara, and has held postdoctoral positions at the Max Planck Institute for Evolutionary Anthropology. Her research focuses on children’s socio-cognitive development, particularly peer interactions, moral reasoning, and collaborative reasoning. She leads courses on developmental psychology and language in educational settings. Her work has been funded by major grants from Templeton World Charity Foundation, European Research Council, and British Academy. Education: B.A. (Psychology, Middle East Technical University), M.A. (Psychology, Koç University), M.A./Ph.D. (Education, UC Santa Barbara). Research interests include children’s reasoning in collaborative contexts, moral judgments, social norms, and common ground. She currently supervises multiple PhD students and collaborates internationally on projects involving cross-linguistic and cross-cultural analyses of child development. Key grants include investigations into collective reasoning in early childhood and the social epistemology of argumentation. Her lab includes postdoctoral researchers and PhD students working on topics like gaze behavior, promise-making, and evidential strength processing in preschoolers.

• Cognitive Psychology
• Cognitive Neuroscience
• Attention Mechanisms
• +3 more

Shannon Heald is an Assistant Instructional Professor in the Department of Psychology and The College at the University of Chicago. She specializes in cognitive psychology and neuroscience, focusing on how past experiences and goals guide attention, influencing perception, learning, and problem-solving. Her research integrates methodologies from cognitive psychology and neuroscience to explore perceptual and cognitive mechanisms. She earned her B.A. (2002), M.A. (2005), and Ph.D. (2012) in psychology at the University of Chicago, followed by a postdoctoral appointment there. She is a member of the Attention, Perception, & Experience Lab led by Dr. Howard Nusbaum and holds fellowships with the Psychonomic Society and the Open User Innovation Society. Dr. Heald's teaching includes courses such as Concepts and Categories, Introduction to Statistical Concepts and Methods, and The Psychology of Problem-Solving. Her work bridges theoretical and applied research, examining topics like absolute pitch, perceptual learning, and the neural correlates of decision-making. Recent studies highlight her exploration of how sleep consolidates perceptual learning and the role of auditory working memory in pitch recognition. Her research often emphasizes cross-modal interactions and contextual influences on cognitive processes. Research Themes: Attention & Perception, Auditory Learning, Cognitive Neuroscience, Problem-Solving Key Contributions: Demonstrated generalized learning effects through sleep, explored absolute pitch acquisition in adults, and investigated talker normalization in speech perception. Her awards reflect recognition for advancing cognitive science, particularly in perceptual and auditory domains. Dr. Heald’s interdisciplinary approach spans psychology, neuroscience, and education, with ongoing work on neural mechanisms underlying decision-making and market outcomes.

Sameer B SrivastavaView profile

Professor

• Organizational Sociology
• Organizational Theory
• Network Analysis
• +5 more

Sameer B Srivastava is the Ewald T. Grether Professor of Business Administration and Public Policy at UC Berkeley's Haas School of Business, with additional affiliation in UC Berkeley Sociology. He is a leading researcher who applies computational methods to understand the complex interrelationships between group culture, individual cognition, and interpersonal networks, with implications for individual attainment and organizational performance. His educational background includes: AB in Economics, magna cum laude, Harvard College MBA from Harvard Business School AM in Sociology, Harvard University PhD in Organizational Behavior/Sociology, Harvard University Srivastava's research program spans organizational sociology, organizational theory, network analysis, culture and cognition, and economic sociology. He has pioneered language-based computational approaches to measuring culture and its effects in organizations. His work bridges sociology, psychology, and management through sophisticated methodological innovations that have significantly advanced our understanding of how cultural dynamics operate through language and networks. His publication trajectory reveals a strong focus on computational organizational research, with increasing integration of AI and machine learning methods. His recent work examines network dynamics in polarized environments, cultural fit in organizations, and the application of language analysis to understand organizational culture. This research has appeared in top journals including American Journal of Sociology, American Sociological Review, Administrative Science Quarterly, Management Science, and Organization Science. Among his notable scientific achievements are: Barbara and Gerson Bakar Faculty Fellowship (2015) Schwabacher Fellowship, Haas School of Business (2014) Multiple Best Paper Awards at Wharton People Analytics Conference (2015, 2016) and Kellogg Computational Social Science Summit (2015) UC Berkeley Institute for Research on Labor and Employment Graduate Student Researcher Award (2016) Garwood Center for Corporate Innovation Research Award (2012) Srivastava has made significant contributions to academic service as Organizations Department Editor at Management Science and previously as Senior Editor at Organization Science. He co-directs the Berkeley Center for Workplace Culture and Innovation and the Berkeley-Stanford Computational Culture Lab, leading interdisciplinary research initiatives. His teaching includes Power and Politics in Organizations (MBA elective), executive education programs in leadership and strategy, and PhD seminars in macro-organizational behavior. His research has received widespread media coverage in The New York Times, Fortune, The Wall Street Journal, Financial Times, and Forbes.

• Cognitive Flexibility
• Complex Problem Solving
• Dynamic Testing
• +3 more

Professor Jens Beckmann is a Professor of Educational Psychology and Fellow of the Wolfson Research Institute at Durham University, School of Education. Previously, he held roles at the University of New South Wales, University of Sydney, Yale University, and German institutions. He specializes in Cognitive Flexibility , Complex Problem Solving , and Dynamic Testing , focusing on intellectual potential assessment and learning processes. His research emphasizes dynamic assessment methodologies, knowledge acquisition in complex systems, and cognitive flexibility measurement. He has authored books like Managerial Problem Solving: Frameworks, Tools & Techniques and contributed to journals such as Journal of Intelligence and Frontiers in Psychology . He serves on editorial boards for key journals in educational psychology and assessment. Research Interests: Cognitive Flexibility, Complex Problem Solving, Dynamic Testing, Learning Theories. Affiliations: Wolfson Research Institute, School of Education (Durham University). His recent work explores the intersection of cognitive flexibility and intelligence, leveraging experimental designs to assess learning trajectories and contextual influences. He collaborates internationally, with studies in China, Malaysia, and Lebanon on educational interventions and teacher practices. Awards & Recognition: Fellow of the Wolfson Research Institute, membership in prestigious editorial roles, and contributions to the European Network for Psychoeducational Assessment . Supervision & Grants: Advises PhD students on topics like language learning aptitude and self-regulation in online learning. His grants include studies on pandemic impacts on primary education and adaptive learning technologies. Labs/Teams: Former director of the Accelerated Learning Laboratory at UNSW, focusing on accelerated learning and expertise development.

• Personality and Individual Differences
• Personality Dynamics
• Trait Change and Malleability
• +4 more

Professor Nadin Beckmann is a faculty member in the School of Education at Durham University, with affiliations to the Wolfson Research Institute for Health and Wellbeing. She holds a Dr. rer. nat. (natural sciences) from Heinrich-Heine-University of Düsseldorf, Germany, and has held research positions at institutions including Yale University and the University of New South Wales. Her research focuses on dynamic perspectives of personality, emphasizing change and malleability in traits like extraversion, and explores how daily experiences shape individual development across educational and workplace contexts. Her educational background includes a 4.5-year psychology degree from Leipzig University (equivalent to BSc/MSc), specializing in educational and clinical psychology. She has received grants such as the Australian Research Council Discovery Project and holds editorial roles in journals like Frontiers in Psychology . Research interests include personality dynamics, psychometric assessment, technology-based learning, and the interplay between cognitive/non-cognitive attributes and learning outcomes. Key publications span personality variability in work settings and the role of feedback in skill acquisition. Notable awards include the Best Paper Award at the Academy of Management Annual Meeting and postdoctoral fellowships funded by the Australian Research Council. Professor Beckmann supervises doctoral students in areas like language development, neurodiversity, and educational technology. Her work bridges theoretical and applied psychology, with contributions to understanding how personality evolves through interventions and environmental interactions.