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Silja Berg KårstadView profile

Associate Professor

Norwegian University of Science And TechnologyNorway

Silja Berg Kårstad is an Associate Professor at the Regional Centre for Child and Youth Mental Health and Child Welfare , affiliated with the Department of Mental Health under the Faculty of Medicine and Health Sciences at Norwegian University of Science and Technology (NTNU). She specializes in child and youth mental health, focusing on emotion understanding, parent-infant interactions, and early intervention programs for high-risk infants. University: Norwegian University of Science and Technology (NTNU) School: Faculty of Medicine and Health Sciences Department: Department of Mental Health Academic Rank: Associate Professor Research Interests: Silja Berg Kårstad's work explores emotion understanding in children, the role of parenting interventions, and the impact of early therapeutic programs for infants at risk of cerebral palsy. Her studies emphasize cross-cultural comparisons, digital adaptations of therapy, and psychosocial support systems. Publication Trends: Her recent academic output includes longitudinal analyses of emotion development, single-subject studies on early interventions for high-risk infants, and frameworks for online parenting programs. Key themes are emotion regulation , cerebral palsy family support , and cultural inclusivity in digital therapy . Teaching: Silja contributes to courses such as MDV6423 - Marte Meo metoden and IPH6227 - Sped- og småbarns psykiske helse , focusing on clinical methods for infant mental health. Outreach: She actively engages in public education through lectures on topics like Emotion Competence in Children , Screen Time Effects , and Parent-Infant Communication , often collaborating with institutions like RKBU Midt-Norge and Foreningen for hjertesykebarn .

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Silje HagelundView profile

Research Fellow

University of OsloNorway

Silje Hagelund is a Doctoral Research Fellow at the CREATE Centre for Research on Equality in Education, University of Oslo. Her research focuses on language development, multilingualism, and open science methodologies. She holds a Master’s in Developmental Psychology (2023) and dual Bachelor’s degrees in Scandinavian Studies and Developmental Psychology (2019). Education: University of Oslo (Master’s 2023; Bachelors 2019) Her work investigates infant-directed speech, early language interventions, and the role of parental leave duration on communication patterns. Notable projects include the Eyehub MA Grant (2022) as Principal Investigator. Key achievements include the Open Science Award 2022 and publications in Journal of Child Language . She contributes to the Experimental Linguistics research group and has affiliations with the Babyling Lab and MultiLing Centre for Multilingualism.

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Dawn M. BehneView profile

Professor

Norwegian University of Science and TechnologyNorway

Dr. Dawn M. Behne is a Professor in the Department of Psychology at NTNU (Norwegian University of Science and Technology), affiliated with the Faculty of Social and Educational Sciences. She leads the Speech, Cognition & Language Group (SCaLa) , focusing on audiovisual speech perception and cognitive processing. Her research interests span speech perception , multisensory integration , language development , and cognitive neuroscience . Key topics include audiovisual speech processing in bilingualism, musical expertise effects, and human-AI conversational dynamics. She has pioneered studies on phonetic adaptation in real-time interactions and the role of visual cues in speech comprehension. Recent work (2024) explores real-time speech adaptations between humans and AI confederates, while 2023 studies highlighted gender representation biases in visual categorization tasks. Earlier research (2019–2020) investigated musical expertise's impact on multisensory speech perception using ERP methods. Behne has published over 50 peer-reviewed articles in journals like Journal of the Acoustical Society of America , Frontiers in Psychology , and PLOS ONE . Her lab collaborates with institutions globally, including the University of Alberta (Jongman/Sereno group) and the University of Helsinki (Gabriel/Hyönä team). Grants and funding details are not explicitly listed, but her active research program indicates sustained institutional and likely external support. Current projects likely involve AI-driven speech analysis and cross-linguistic perceptual studies.

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Kjartan BelsethView profile

Senior Lecturer

Queen Maud University College of Early Childhood EducationNorway

Kjartan Belseth is a Senior Lecturer in Pedagogy at Østfold University College (HiØ) since 2022 and a PhD Fellow at Diakonhjemmet University College (DMMH) and Norwegian University of Science and Technology (NTNU) since 2023. His doctoral project focuses on gender-equal pedagogical leadership in kindergartens (2023–2026). He holds a Master's degree in Pedagogy and Preschool Education and is a qualified preschool teacher with further education in mentoring. Education: Bachelor of Preschool Education Master of Pedagogy and Preschool Education Additional training in guidance and mentorship Research Interests: Gender-equal and distributed leadership models in early childhood education Integration of diversity, multilingualism, and religious pluralism in pedagogical practices Ethical challenges in research involving young children (0–3 years) STEM learning experiences for infants and toddlers Reconceptualizing traditional teaching methods and educator roles Cultural inclusivity in kindergarten teacher education programs Scientific Contributions: His work spans empirical studies, theoretical reflections, and policy critiques. Key themes include child resistance to institutional norms, ethical dilemmas in curriculum design, and the role of music and play in multilingual child development. He has authored or co-authored articles, chapters, and textbooks, including Religions and Everyday Pluralism in Kindergarten (2nd Edition) . Academic Engagement: Belseth has presented at national and international seminars, chaired conferences like Pedagogy in Kindergarten Teacher Education , and contributed to discussions on systemic challenges in early childhood education. His lectures address topics such as Everyday Pluralism in Kindergartens and Reconceptualizing Educator Roles .

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Hilde DybvikView profile

Senior Lecturer

Oslo Metropolitan UniversityNorway

Hilde Dybvik serves as a Senior Lecturer at the Department of Kindergarten Teacher Education within the Faculty of Teacher Education and International Studies at Oslo Metropolitan University. Based at Pilestredet 42 in Oslo (Office Q4068), she holds the position of Study Leader for Area 5 and maintains active teaching and research responsibilities in children's literature and early childhood education. Her primary research interests include: Children's literature and picture books Kindergarten teacher education and training Norwegian contemporary literature Edvard Munch in educational contexts Language development in early childhood settings Children's culture and representation Dr. Dybvik participates in multiple research initiatives including BLEST (focusing on sustainability, play, aesthetics and technology), Philosophy, Art and Culture, and the "Challenging Picture Books in the Classroom" project which rethinks language and literature education approaches. Her scholarly work examines how literary elements intersect with early childhood development, particularly in kindergarten settings. Her publication portfolio reveals a consistent focus on how children's literature addresses developmental themes and social issues. Recent work analyzes humor as a strategy in Scandinavian children's literature dealing with "facts of life" topics, and she has conducted research on reading practices with the youngest children in kindergarten. She has published textbooks including "Communication, language and text in kindergarten" (2023) and "Meet Edvard Munch" (2013), demonstrating her commitment to both academic scholarship and practical educational resources. Dr. Dybvik actively contributes to children's literature discourse through Barnebokkritikk.no as a reviewer and panel participant, examining critical standards for children's and youth literature. Her upcoming 2025 presentation on academic writing for students indicates continued engagement with pedagogical research in teacher education contexts.

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Eivor FredriksenView profile

Associate Professor

University of OsloNorway

Eivor Fredriksen is an Associate Professor in Clinical Psychology at the University of Oslo, affiliated with the Department of Clinical Psychology. She holds a PhD from the Department of Psychology (UiO, 2019) and a Cand.psychol degree from the University of Oslo (2008). Prior to her academic role, she worked as a clinical psychologist at Follo DPS (2008–2012) and completed training in intensive psychotherapy (2010–2012). Her research focuses on infant mental health, parent-child interactions, developmental psychopathology, and parental mental health. Key themes include prenatal and postnatal mental health trajectories, parenting stress, and the interplay between parental attachment styles and child development. She leads the prospective longitudinal cohort study 'Little in Norway' (LiN), exploring early childhood development from pregnancy to toddlerhood. Her publications (2020–2025) address topics such as parental gender roles in infant care, pandemic impacts on adolescent mental health, and the role of paternal involvement in child emotional development. She is part of research groups including DRIVE Work Package 5 and Psychosocial Determinants. Teaching includes courses on child and adolescent psychological assessment and therapeutic interventions for infants/toddlers.

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Claire PrendergastView profile

Research Fellow

University of OsloNorway

Claire Prendergast is a Postdoctoral Fellow at the University of Oslo's Department of Philosophy, Classics, History of Art and Ideas. Her research focuses on developmental cognitive processes, particularly how young children interpret non-literal language and social contexts using visual-world paradigms. Her interdisciplinary approach integrates theories from psychology, linguistics, and embodied cognition to explore relational knowledge development. **Education:** PhD in Social Psychology/Social Cognitive Development (University of Oslo, 2021) MPhil in Psychoanalytic Studies (Trinity College Dublin, 2018) BA in Computer Science, Linguistics & French (Trinity College Dublin, 2011) **Research Interests:** Claire investigates pragmatic language development in children through experimental tasks, modeling gaze and performance dynamics. She examines how social environments shape relational knowledge and applies embodied cognition models to understand social phenomena. Recent work includes studies on compound word processing, virtual reality-based social exclusion experiments, and discourse analysis of social exclusion narratives. **Key Themes in Publications:** Her articles (2024–2019) emphasize developmental trajectories of social cognition, non-literal language comprehension, and interdisciplinary methodologies. Topics span narrative prediction in children, infant social exclusion perception, and discourse analysis of marginalized groups. **Labs/Teams:** While no specific lab is named, her work aligns with developmental science and cognitive laboratories at the University of Oslo, including collaborations with the Lab for Developmental Science at Harvard (2018).

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Dawn Marie BehneView profile

Professor

Norwegian University of Science And TechnologyNorway

Dawn Marie Behne is a Professor at the Department of Psychology, Faculty of Social and Educational Sciences, Norwegian University of Science and Technology (NTNU). Her research focuses on audiovisual speech perception, phonetic adaptation, and cognitive neuroscience, often using ERP and behavioral methodologies. Her work explores: Audiovisual integration in speech and music Phonetic adaptation in human-computer interaction Age-related changes in perceptual processing Cross-linguistic speech perception Effects of musical expertise on speech processing Recent publications analyze speech style expectations, real-time conversations with AI, and gender representation in cognitive tasks. Collaborations span linguistics, psycholinguistics, and artificial language studies. Key research areas include speech perception, cognitive neuroscience, psycholinguistics, and phonetics. Her lab (SCaLa Group) investigates perception of speech, music, and infant-directed speech dynamics.

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Mary Beth NeffView profile

Research Fellow

University of OsloNorway

Mary Beth Neff is a Research Fellow at the University of Oslo's Department of Philosophy, Classics, History of Art and Ideas (IFIKK). Her doctoral research focuses on non-literal language acquisition in children, supervised by Ingrid Lossius Falkum under the DEVCOM project. She leads an international task force on improving transparency in pilot reporting practices within psychology. Her work spans pragmatics, theory of mind, and developmental psychology, with a commitment to open science methodologies. Her research interests emphasize understanding how children navigate metaphorical language and communicative development, alongside advancing ethical research practices. Neff collaborates internationally, evidenced by her role in the Predator Free 2050 social-behavioral research and cross-cultural analyses of infant-directed speech. Publications highlight themes like metaphor comprehension in children, the role of face-to-face interaction in early speech understanding, and acoustic patterns in infant-directed communication across cultures. She actively contributes to open science through the task force’s initiatives, aiming to standardize pilot study reporting in academia.

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Bente UllaView profile

Professor

Østfold University CollegeNorway

Bente Ulla is a Professor at the Department of Education, ICT and Learning at Høgskolen i Oslo og Akershus. Her research focuses on Early Childhood Education and Care, emphasizing toddlers’ pedagogies (0-3 years), ethics in professional practice, and feminist perspectives. She holds a Ph.D. in Educational Science from the University of Oslo (2015), an MA in Early Childhood Education from Oslo University College (2007), and a BA in Preschool Teaching from Volda University College (1999). Her academic roles include teaching in programs such as the Master’s in Early Childhood Education and the Bachelor’s in Preschool Teacher Education. Key research interests include cooperative learning, pedagogical supervision, and the role of the body in educational practices. She is affiliated with the Early Childhood Studies and Mentorship in Education research groups. Ulla’s publications span books, edited volumes, and peer-reviewed articles exploring themes like relational principles in early childhood care, trust in professional mentorship, and innovative curriculum design. Her work integrates critical theory and qualitative methodologies to address challenges in educational practice and policy.

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Tone Kristine HermansenView profile

Research Fellow

University of OsloNorway

Tone Kristine Hermansen is a Postdoctoral Fellow at the Department of Psychology, University of Oslo, specializing in cognitive developmental psychology and social cognitive learning processes. She has previously served as a Postdoctoral Fellow at the Norwegian Center for Child Behavioral Development (2017–2020) and a Fulbright Fellow at Harvard University’s Graduate School of Education (2018–2019). Research Interests: Dr. Hermansen investigates epistemological development in children, focusing on trust revision, empirical reasoning, and emotion attribution. Her work bridges experimental psychology with practical implications for educational practices and developmental psychopathology. Publications & Projects: With over 15 peer-reviewed works, her recent research explores children’s skepticism toward surprising claims, eye-tracking methodology validation, and prenatal SSRI exposure effects. Key projects include Barns informasjonssøking: Utvikling og implikasjoner for læring (Children's information seeking: Development and learning implications) and studies on parenting practices influencing childhood inquiry. Scientific Awards: Fulbright Fellowship (2019) Sasakawa Young Leaders Fellowship (2015) Multiple internal research/teaching grants at the University of Oslo (2015–2024) Student scholarships from The Research Council of Norway (2011–2012) Strategic funding grants as Principal Investigator and co-Investigator (2021–2024)

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Arun Prakash SinghView profile

Researcher

University of OsloNorway

Arun Prakash Singh is a Researcher at the University of Oslo (UiO), affiliated with the Unit for Multilingualism and the Department of Linguistics and Nordic Studies within the Faculty of Humanities. He currently leads the Marie Curie-funded Hindi-BabNet project, focusing on Hindi-speaking infants' language development and acoustic analysis of parental speech. Previously, he worked on the BabyLearn project at UiO (2022–2024), examining Norwegian infant-directed speech’s role in early speech comprehension. His academic background includes a PhD in Acoustics from the Indian Institute of Technology (IIT) Kanpur (2020), a Master of Technology in Electronics and Communication Engineering from HBTU, Kanpur (2010), and a Bachelor of Technology from UPTU, Lucknow (2007). Education: PhD: Acoustics Lab, IIT Kanpur, India (2020) Master of Technology: Electronics and Communication Engineering, HBTU, Kanpur (2010) Bachelor of Technology: Electronics and Communication Engineering, UPTU, Lucknow (2007) Research Interests: Singh’s work integrates speech engineering techniques with linguistics to study early language development and multilingualism. His key areas include infant-directed speech (IDS) analysis, statistical methods (frequentist and Bayesian), and machine learning applications in speech recognition. He employs tools like Praat, Audacity, TensorFlow, and PyTorch to analyze acoustic data and model parent-infant communication dynamics across languages (Hindi, Norwegian) and socio-economic contexts. Scientific Awards: MHRD INDIA Post Graduate Scholarship (2007) MHRD INDIA PhD Scholarship (2013) Advising and Grants: While not currently supervising students, Singh has contributed to interdisciplinary projects funded by the EU Marie Curie program and the ESRC. His past roles include Senior Project Scientist at IIT Kanpur’s Acoustic Lab (2020–2022) and Postdoc on the BabyLearn project. His research bridges engineering and social sciences, emphasizing practical tools for linguistic analysis and data-driven insights into language acquisition. Labs and Teams: Associated with IIT Kanpur’s Acoustic Lab during his PhD, Singh now collaborates with UiO’s Clinical Linguistics and Language Acquisition and Experimental Linguistics groups. His current work in the Department of Linguistics and Nordic Studies involves developing computational models to study multilingualism and IDS’s impact on vocabulary growth in Hindi-speaking children.

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Elena Canamaque VaronaView profile

Research Fellow

University of OsloNorway

Elena Canamaque Varona is a Doctoral Research Fellow in Linguistics at the University of Oslo , affiliated with the Faculty of Humanities . Her research focuses on developmental mechanisms of language acquisition in monolingual and bilingual children, with interdisciplinary approaches combining behavioral and neural methodologies. She contributes to the PolkaNorski project , a collaborative study analyzing language development across multiple stages in early childhood. Research Interests: Child language acquisition Neurocognitive foundations of bilingualism Developmental neuroscience Publications: Two key contributions include work on word acquisition mechanisms (2024) and the PolkaNorski project's methodology challenges (2022). Her work bridges linguistics, psychology, and neuroscience to understand language development in diverse populations. Awards & Grants: No awards explicitly listed. Funding context inferred through project participation. Labs/Teams: Involved in the PolkaNorski collaborative network, focusing on longitudinal studies of language development in children aged 0–6 years.

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Janne von Koss TorkildsenView profile

Professor

University of OsloNorway

Janne von Koss Torkildsen is a Professor at the Department of Special Education, University of Oslo, with expertise in cognitive neuroscience, language development, and learning mechanisms. She contributes to research on language disorders, cochlear implant outcomes, and digital learning interventions. Research Focus: Her work bridges cognitive neuroscience and educational psychology, examining how auditory deprivation affects learning, developing app-based morphology programs, and assessing quality of life in children with hearing impairments. Key themes include statistical learning, developmental language disorders, and cochlear implant efficacy. Article Trends: Recent publications analyze Language interventions for d/Deaf and hard-of-hearing children Morphological knowledge in language-minority students Speech-in-noise perception Neurocognitive predictors of language development Digital tools for literacy training Projects: Leads the Vocabulary Learning Challenge (VLC) and contributes to CREATE (Center for Research on Equality in Education). Affiliated with research groups: Communicative Processes (ComPros) and Pragmatics: Theory and Experiments.

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Lisa-Christine GirardView profile

Professor

University of OsloNorway

Lisa-Christine Girard is a Professor at the University of Oslo, specializing in developmental psychopathology . Her research focuses on externalizing/internalizing difficulties , homotypic and heterotypic continuity , comorbidities , and intergenerational transmission of mental health issues. She has held academic positions at the University of Bergen (Researcher, 2022-2023), University of Edinburgh (Lecturer, 2017-2022), Université de Bordeaux (Research Fellow, 2017), University College Dublin (Marie Curie Fellow, 2015-2017), and University of Montreal/INSERM (Research Fellow, 2013-2015). Her educational background includes a PhD in Speech-Language Pathology (2013) and M.Ed. in Human Development (2009) from the University of Toronto. Teaching : SPED4010, SNE4231, RSNE4013, SPED460, SPED4602, SPED4603, SPED4096, SPED3001/3003 Research Trends : Longitudinal studies on mental health trajectories, gambling disorder epidemiology, and socio-emotional development across life stages. Collaborations : Works with researchers like Martin Okolikj, Aigli Raouna, Angus MacBeth, and others in Norway, Chile, and Scotland.

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