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Claudia MännelView profile

Professor

• Developmental Cognitive Neuroscience
• Early Language Acquisition
• Developmental Dyslexia
• +3 more

Claudia Männel is a Professor and Research Group Leader at the Max Planck Institute for Human Cognitive and Brain Sciences (MPI-CBS) in Leipzig, Germany, where she leads the W2 Research Group “Early Language Acquisition” within the Department of Neuropsychology. She also holds an affiliation with Charité – Universitätsmedizin Berlin in the Department of Audiologie und Phoniatrie. Her work focuses on developmental cognitive neuroscience, particularly early language acquisition mechanisms, atypical language development in conditions like dyslexia, and comparative sequence processing across species. Education : Dr. rer. nat. (PhD) in Psychology, Humboldt-Universität zu Berlin (2009) Diplom (MSc) in Psychology, Free University of Berlin (2005) Diplom (MA) in Social Pedagogy (Music Therapy), University of Applied Sciences Würzburg (1997) Research Interests : Her studies integrate neuroimaging techniques (EEG/ERP, fNIRS) and behavioral methods to explore how infants and children process speech sounds, segment words, and form mental representations of language structure. Key topics include perceptual anchoring’s role in word learning, the neural correlates of phonological deficits in dyslexia, and cross-modal learning mechanisms linking music and language. Grants & Projects : She leads DFG-funded projects such as “Perceptual Anchoring as a Stepping-Stone into Word Learning” (Medical Faculty, University Leipzig) and previously contributed to the DFG research unit “Crossing the Borders: The Interplay of Language, Cognition, and the Brain in Early Human Development.” Labs & Teams : Her research group employs cutting-edge neuroimaging and experimental paradigms to investigate how auditory and visual inputs shape language development, with a focus on vulnerable populations (e.g., children with hearing loss or dyslexia).

Gail BoldtView profile

Professor

• Curriculum Theory
• Early Childhood Education
• Gender Studies
• +6 more

Gail Boldt is a Professor of Education and affiliate in Women’s, Gender, and Sexuality Studies at Pennsylvania State University. Her work bridges curriculum theory with psychotherapeutic practice, focusing on literacies, early childhood education, and interdisciplinary identity studies (gender, sexuality, race, class). She maintains a private practice as a psychotherapist specializing in children and adolescents. Research interests include post-identity theory, disability studies, childhood studies, and cultural studies. Her publications frequently explore intersections between education, psychoanalysis, and social justice. Boldt has contributed to the Occasional Paper Series with works addressing Indigenous pedagogies, socio-political landscapes in education, and transformative educational futures. Recent work examines pandemic impacts on human precarity and pedagogical innovations. Her writing spans theoretical inquiries into affective flows in clinical and classroom settings, rhizomatic learning frameworks, and decolonial approaches to education. Boldt’s interdisciplinary approach integrates psychoanalytic theory with empirical research, emphasizing ethical engagement and marginalized voices in educational systems. Publications since 2021 reflect growing focus on infant methodologies, pandemic-induced educational ruptures, and collectivist integration models in psychotherapy. Her scholarship challenges audit culture and advocates for inclusive pedagogies through critical, creative, and emotionally attuned methodologies.

Mary BrusheView profile

Research Fellow

• Child Health
• Social Epidemiology
• Early Childhood Development
• +4 more

Dr. Mary Brushe is an Adjunct Research Fellow at the UWA Medical School and Senior Research Officer in Epidemiology at Telethon Kids Institute (affiliated with the UWA Centre for Child Health Research). Her research focuses on early childhood health, development, and education, with a particular emphasis on screen time, language exposure, and family dynamics. She holds a PhD in Public Health from the University of Western Australia and a BPsych(Hons). Her expertise includes social epidemiology, longitudinal data analysis, and public health advocacy. She collaborates on projects addressing child mental health, food insecurity, school breakfast programs, and evaluations of early years government initiatives. Dr. Brushe is actively involved in the Public Health Association of Australia (SA Branch), the 0-3 Early Years Taskforce in South Australia, and the International Social Epidemiology Society. Her research has contributed to UN Sustainable Development Goals related to child health and education. Notable projects include investigating the impact of home environments on child development and evaluating interventions through co-design methodologies.

• Developmental Psychology
• Parent-Child Interactions
• Preterm Birth Outcomes
• +4 more

Erica Neri is an Associate Professor in the Department of Psychology 'Renzo Canestrari' at the University of Bologna. Her work focuses on developmental psychology, parental mental health, and child development in preterm infants. She leads the MaRHE Center, promoting ocean literacy through interdisciplinary approaches. Her research explores infant-directed speech, parental burnout, and the psychological impact of preterm birth on families. Key research areas include: Neonatal care and developmental trajectories Parenting stress and postpartum mental health Geographical education using animated media Effects of assisted reproductive technologies Recent studies highlight maternal and paternal interactions with preterm infants, the role of early interventions in NICUs, and the mediating effects of emotional intelligence during pandemics. She collaborates internationally on projects like the ESSENCE IPD-MA consortium. Her work integrates clinical psychology with environmental advocacy, emphasizing the importance of place-based education for ocean conservation awareness.

Vladimir SloutskyView profile

Professor

• Conceptual Development
• Cognitive Development
• Language Development
• +3 more

Dr. Vladimir Sloutsky is a Professor of Developmental Psychology at The Ohio State University. His research focuses on conceptual development, cognition-language interplay, and the mechanisms underlying category formation, memory, and generalization across developmental stages. He employs experimental methodologies with infants, children, and adults to explore how attention, memory, and learning evolve. Dr. Sloutsky holds a PhD from the University of Moscow and the Russian Academy of Education (1986), along with MA (1981) and BA (1980) degrees from the University of Moscow. His research interests include: Conceptual and category development Cognitive and linguistic processes in early childhood Memory binding and interference Attentional dynamics in learning His recent articles highlight themes such as memory precision in infants, attentional strategies in category learning, and the role of statistical regularities in language acquisition. He has been recognized as a Fellow of the Cognitive Science Society and the Association for Psychological Science, and holds the Huber Distinguished Fellowship at OSU. His work bridges developmental psychology with cognitive science, emphasizing how foundational cognitive mechanisms shape learning trajectories. Collaborations span experimental psychology, neuroscience, and education, with studies addressing both theoretical and applied questions in child development.

Susan DanbyView profile

Professor

• Early Childhood Education
• Digital Technologies
• Conversation Analysis
• +5 more

Professor Susan Danby is a distinguished academic at Queensland University of Technology (QUT), holding a Professorship and serving as Co-Program Leader for Childhoods in Changing Contexts within the School of Education. Her academic credentials include a PhD from the University of Queensland, alongside international qualifications in Early Childhood Education. She has held prestigious roles such as Australian Research Council Future Fellow (2012–2016) and membership in the ARC College of Experts. Her research focuses on early childhood language, social interaction, and digital technologies, employing qualitative methods like conversation analysis and ethnomethodology. Education: PhD (University of Queensland), MEd (Loyola University), BEdSt (University of Queensland), DipT (Brisbane College of Adv. Ed.) Professional Affiliations: Australian Association for Research in Education, American Educational Research Association, Early Childhood Australia, and International Pragmatics Association. Research Interests Professor Danby’s work explores early years language, childhood studies, and early literacy, with a focus on digital technologies in children’s social worlds. Her projects include investigations into mobile technologies in preschool contexts, helpline interactions, and children’s participation in decision-making. She emphasizes ethical considerations in child-centered research and has pioneered methodologies for studying pediatric palliative care consultations and teletherapy. Grants & Projects ARC Future Fellowship: Investigating mobile technologies in young children’s everyday worlds ($889,328, 2012–2016) ARC Discovery Project: Interacting with knowledge, interacting with people: Web searching in early childhood ($464,971, 2011–2013) Awards & Recognition 1999 AARE & AECA Doctoral Thesis Awards QUT Faculty of Education Research Supervision Award (2015) Keynote speaker at international workshops (e.g., University of Zurich, 2016) Teaching & Mentorship Professor Danby has led postgraduate course reforms, including the revised Master of Education program at QUT. She mentors early career academics and has supervised over 10 doctoral candidates, many of whom have won national/international awards. Her work extends to governance roles in university committees and policy development. Labs & Collaborations Her research collaborations include the ARC Centre of Excellence for the Digital Child (ACDC) and projects with institutions like the Royal Children’s Hospital and Kids Helpline. She contributes to editorial boards of journals like Journal of Early Childhood Literacy and Childhoods Today .

• Music Education
• Informal Learning Practices
• Musical Identity Development
• +4 more

Maria Papazachariou Christoforou is an Assistant Professor of Music Education and Pedagogy at the Department of Education Sciences, European University Cyprus. She holds a PhD in Music Education and Pedagogy from the National and Kapodistrian University of Athens (2016), a Master of Music in Music Education from Michigan State University (2008), and a Bachelor of Primary Education from Aristotle University of Thessaloniki (1998). Her career includes roles as Director of Public Primary Music Education at Cyprus's Ministry of Education (2008–2022) and as a primary school music educator (1993–2018). Her research focuses on informal music learning practices, musical identity development, technology integration in education, and curriculum innovation. Notable projects include leading the 'Living Music in Early Childhood' (2019-today) and 'Music during pregnancy and infancy' (2020-today) initiatives. She has contributed to music curriculum development in Cyprus and mentors educators through the Gordon Institute of Music Learning. Her publications explore topics such as musical journeys in Cyprus, STEAM-based educational interventions, and the role of movement in music education. She actively participates in academic committees, including the Greek Society of Music Education and the Ministry of Education's teacher hiring committees. Her work bridges theory and practice, emphasizing embodied learning, maker culture integration, and the emotional dimensions of music in early childhood. She collaborates internationally, notably with institutions in Greece, the U.S., and Portugal.

• Speech Perception
• Audiovisual Integration
• Phonetics
• +3 more

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.

Akira TAKADAView profile

Associate Professor

• Hunter-Gatherer Societies
• Childhood Studies
• Ethnicity and Identity Transformation
• +3 more

Akira TAKADA is an Associate Professor at the Graduate School of Asian and African Area Studies (ASAFAS) at Kyoto University. His research focuses on childhood in hunter-gatherer societies, particularly among the San (Bushman) of southern Africa, examining themes such as child-rearing practices, environmental knowledge transmission, ethnicity transformation, and ecological dynamics. He has conducted collaborative research on indigenous knowledge systems and cross-cultural interactions in African communities. During his 2017 visit as a researcher at the French Foundation for Management Research (FFJ), he organized a conference series and participated in seminars exploring transcontinental research between Asia and Africa. His work bridges anthropology with interdisciplinary approaches, addressing topics like cultural meanings, spatial cognition, and socio-environmental adaptations. Key publications include edited volumes on San communication practices and cultural narratives, as well as analyses of Namibian education systems and pre-verbal child interactions. His research emphasizes the interplay between traditional knowledge and modern societal changes, contributing to broader discussions on African potentials and decolonization. Dr. Takada has led projects such as 'New Territorialities between Asia and Africa' and co-edited special issues on African social dynamics. His work integrates ethnographic fieldwork with theoretical frameworks, highlighting the importance of anthropological perspectives in understanding global challenges.

Dean D'SouzaView profile

Research Fellow

• Developmental Psychology
• Cognitive Neuroscience
• Neurodevelopmental Disorders
• +3 more

Dean D'Souza is an Associate Research Fellow at Birkbeck, University of London, and a Research Associate at University College London. He specializes in developmental psychology and cognitive neuroscience, focusing on neurodevelopmental disorders such as Down syndrome, fragile X syndrome, and Williams syndrome. His work examines how early attentional, perceptual, and cognitive mechanisms influence language and communication skills in both typical and atypical populations. Education: PhD in Psychology (CBCD, Birkbeck), MSc in Cognitive Neuroscience (Distinction), BSc Psychology (First Class), MA Philosophy, and BA Peace Studies. Professional affiliations include Fellow of the Cambridge Philosophical Society (F.C.P.S.) and Chartered Psychologist (C.Psychol.) with the British Psychological Society. Research interests emphasize tracing developmental trajectories of higher-level abilities to infancy, with a focus on visual attention, auditory-visual integration, and neural correlates of social perception. He has presented at conferences globally and published extensively on topics like cross-syndrome comparisons, bilingualism impacts, and neurocognitive studies of genetic disorders. Grants/Awards: Over £70,000 in grants from organizations like the British Academy, Williams Syndrome Foundation, and The Waterloo Foundation. Notable projects include studies on bilingualism effects, sleep’s role in language development, and neurocognitive markers in infants with genetic syndromes. Key contributions include insights into atypical development through cross-syndrome comparisons and the role of early neurophysiological markers in predicting later outcomes. His work bridges basic science and clinical applications, aiming to improve interventions for neurodevelopmental disorders. Labs/Teams: Affiliated with the Centre for Brain and Cognitive Development at Birkbeck, collaborating with institutions like UCL and international networks studying Williams syndrome and autism spectrum disorders.

• Developmental Psychology
• Infant Development
• Multisensory Attention
• +3 more

Elizabeth V. Edgar is a Research Fellow at the Child Study Center within Yale School of Medicine. She holds a PhD in Developmental Science from Florida International University (2021) and a BS in Human Development and Family Studies from Pennsylvania State University (2016). Her work focuses on multisensory attention mechanisms in infancy as foundational for language, cognitive, and social development. Recent research emphasizes predictive modeling of developmental trajectories and methodological innovations in remote infant assessment. Key contributions include demonstrating how early auditory-visual integration predicts later language skills, and pioneering pandemic-era remote data collection protocols. She received the 2024 Trainee Pilot Research Award for advancing translational developmental science. Her expertise spans developmental psychology, sensory integration, and methodological rigor in infant research. Current projects investigate neurocognitive mechanisms linking early attentional patterns to long-term developmental outcomes.

• Pediatric Speech Pathology
• Child Trauma and Attachment Disorders
• Autism Spectrum Disorders
• +4 more

Megan Lyons is an Assistant Clinical Professor (Social Work) and Speech-Language Pathologist at Yale University's Child Study Center, affiliated with Yale School of Medicine. She holds a part-time appointment as a Clinical Instructor in the Harris-Provence Child Development Unit. Her work focuses on pediatric speech pathology, trauma-informed care, and developmental disabilities. Education: Master of Social Work (MSW) from The Ohio State University (1995). Research interests include prosodic development in childhood, communication assessment methodologies, and supporting educational success for children with autism spectrum disorders. She conducts clinical evaluations for infants and young children with suspected autism and supports caregiver understanding of early development. Affiliations include the Chawarska Lab and the Developmental Disabilities Program at the Child Study Center. Clinical roles involve speech-language evaluations for autism research studies and supervising future clinicians in social work.

Iris BerentView profile

Professor

• Cognitive Science
• Linguistics
• Phonology
• +5 more

Dr. Iris Berent is a Professor of Psychology at Northeastern University, where she investigates fundamental questions about human nature, language universals, and innate cognitive structures. Her interdisciplinary research bridges linguistics, cognitive science, and neuroscience through the Language and Mind Lab. Research Interests Berent’s work explores two primary lines of inquiry: (1) whether phonological principles are innate and shared across spoken and signed languages, and (2) how laypeople’s intuitive understanding of human nature may be biased by inborn cognitive mechanisms. This includes examining mind-body dualism, essentialist biases, and the psychological origins of philosophical problems like consciousness. Publications Her recent publications (2023-2025) examine phonological universals in dyslexia, mind-body illusions in AI vs humans, and the psychological basis of consciousness. These works span journals in cognitive science, linguistics, and neuroscience. Contact Email: i.berent@northeastern.edu Phone: 617.373.4033 Address: 125 NI (Nightingale Hall), Boston, MA 02115

Laurel Gabard-DurnamView profile

Assistant Professor

• Adversity
• Autism Spectrum Disorder
• Emotion Regulation
• +5 more

Dr. Laurel Gabard-Durnam is an Assistant Professor of Psychology at Northeastern University, directing the Plasticity in Neurodevelopment (PINE) Lab and affiliated with the College of Science and the Center for Cognitive and Brain Health. She holds a B.A. in Neurobiology from Harvard University and a Ph.D. in Psychology from Columbia University, followed by postdoctoral training at Boston Children’s Hospital. Her research focuses on the interplay between environmental factors and neuroplasticity in shaping socioemotional and cognitive development, with emphasis on adversity, neurodevelopmental disorders like autism, and sensitive periods in brain maturation. Her expertise spans developmental cognitive neuroscience, examining how early environments (e.g., caregiver predictability, adversity) influence neural circuits underlying perception, language, emotion regulation, and neuroplasticity. Key projects include studying the effects of anesthesia on neurodevelopment (GABA study), the impact of prenatal alcohol exposure, and global health initiatives like the Khula Study in South Africa and Malawi. She has secured funding from the National Science Foundation, NIH, and philanthropic organizations such as the Bill & Melinda Gates Foundation. Publications highlight her work in EEG methodology (e.g., HAPPE+ ER pipelines), neural correlates of adversity, and cross-cultural neurodevelopmental studies. Her lab emphasizes translational research to advance understanding of healthy and atypical developmental trajectories, aiming to inform interventions for resilient outcomes across diverse populations.

Kovacs Agnes MelindaView profile

Associate Professor

• Cognitive Development
• Bilingualism
• Social Cognition
• +5 more

Agnes Melinda Kovács is an Associate Professor at the Central European University (CEU) in Budapest, Hungary, where she has held this position since 2017. She is a member of the European Academy of Sciences and Arts (Section: Linguistic Studies, elected 2019). Her academic journey includes roles as a Postdoctoral Researcher at SISSA (Trieste, Italy) and the Hungarian Academy of Sciences, followed by progressive research fellowships and teaching roles at CEU. Kovács holds a PhD in Cognitive Science from SISSA (2008) and an MSc in Psychology from Babeș-Bolyai University (2002). Her research focuses on cognitive development, bilingualism, social cognition, and theory of mind. Key contributions include investigations into infants' ability to attribute mental states and the cognitive benefits of bilingualism. She leads major projects like the ERC Starting Grant-funded study on 'Representational preconditions for understanding other minds.' Notable awards include the ERC Starting Grant (2012) and a Central European Initiative Fellowship (2006–2007). She has organized conferences such as the International Conference for Infant Studies (2020) and served on editorial boards, including Magyar Pszichológiai Szemle (2012–2018). Her teaching spans advanced courses on infant cognition and metarepresentations at the PhD level. Kovács supervises multiple PhD students and has contributed to training networks like the Marie Curie Innovative Training Network PREDICTABLE (2015–2019). Her work bridges developmental psychology, neuroscience, and linguistics, emphasizing social and cognitive foundations of human understanding.