Find Academic Supervisors

• Autism Spectrum Disorder (ASD)
• Attention Deficit Hyperactivity Disorder (ADHD)
• Executive Functioning
• +6 more

Gemma Pastor Cerezuela is a Professor in the Department of Basic Psychology at the Universitat de València , affiliated with the Faculty of Psychology and Speech Therapy . She specializes in Autism Spectrum Disorder (ASD) , ADHD , and Inclusive Education , with a focus on executive functioning , sensory processing , and teacher training . Her research addresses parent-teacher discrepancies in ASD assessments, neuromyths in education, and ICT-based inclusive materials . She supervises graduate students and collaborates with the INVTEA Research Group on autism studies. Recent publications emphasize ASD/ADHD comorbidity , gender-specific diagnosis , and digital tools for education , reflecting her interdisciplinary approach. She has contributed to systemic reviews on Learning Communities and social skills interventions .

Bente UllaView profile

Professor

• Early Childhood Education and Care
• Toddlers’ Life Orientations
• Ethics in Professional Practice
• +3 more

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.

Ming WanView profile

Lecturer

• Developmental psychology
• Child mental health
• Parent-child interactions
• +4 more

Dr. Ming Wan is a Lecturer in Developmental Psychology at the University of Manchester's Division of Psychology & Mental Health, School of Health Sciences. He holds a PhD in Developmental Psychology from the University of Manchester and is a Chartered Psychologist (CPsychol) and Senior Fellow of the Higher Education Academy (SFHEA). His research focuses on social-emotional development, parent-child interactions, autism, and parental mental health, with particular attention to cultural diversity and neurodivergence. Education: BSc (Hons) Psychology, Lancaster University (1994–1997) MSc (Distinction) Applied Psychology, University of Manchester (1997–1999, part-time) PhD Psychology, University of Manchester (1999–2002) Research Interests: Parent-child interaction dynamics across diverse populations Early social-emotional development and mental health Cross-cultural mental health interventions Autism risk and neurodevelopmental disorders Parent-mediated psychosocial interventions His work emphasizes culturally adapted interventions and global health equity, such as the Partner Inclusive Culturally Adapted Low-Cost Group Parenting Programme for Depressed Fathers. Awards: University of Manchester Teaching Excellence Award (2021) Roles & Collaborations: Co-Director of PRIME-RU (Perinatal Mental Health and Parenting Research Unit) Member of Autism@Manchester and the Social Development Research Group Associate Editor of Infant Behavior and Development and Psychology and Psychotherapy Developed the Manchester Assessment of Caregiver-Infant Interaction (MACI-Infant), widely used in global research Labs/Teams: Active in PRIME-RU, Global Mental Health Research Group, and the Centre for Women's Mental Health.

Nina PolytimouView profile

Lecturer

• Developmental Psychology
• Music Education
• Music Therapy
• +3 more

Dr. Nina Polytimou is a Lecturer in Psychology at University College London (UCL), based in the Department of Psychology and Human Development at the IOE - Faculty of Education and Society. She has been at UCL since 2018, holding roles such as Lecturer (Teaching), Senior Teaching Fellow, and Post-doctoral Research Fellow. Her research focuses on the interplay between musical engagement, language acquisition, cognitive development, and socio-emotional skills in young children, with a particular emphasis on informal musical interactions in family settings. She developed the Music@Home questionnaire, a widely adopted tool assessing musical interactions in households with children under 5, which has been translated into multiple languages. Dr. Polytimou teaches across undergraduate and postgraduate programs, including the Psychology with Education BSc, Education (Psychology) MA, and Developmental and Educational Psychology MSc. She emphasizes the importance of interdisciplinary collaboration and innovation, leveraging UCL's resources to advance research with direct educational impact. Her work aligns with Sustainable Development Goals 3 (Good Health and Well-Being) and 4 (Quality Education). In recent years, she has secured UCL grants to explore music therapy interventions for mothers with depression and their infants in Greece, highlighting her commitment to translational research with real-world applications.

Amanda WoodwardView profile

Professor

• Infant Cognition
• Social Cognitive Development
• Imitation
• +3 more

Amanda Woodward is the William S. Gray Distinguished Service Professor of Psychology at the University of Chicago and serves as Deputy Dean for Faculty Affairs in the Division of the Social Sciences. She holds a B.A. from Swarthmore College (1987) and a Ph.D. from Stanford University (1992). Her research focuses on infant social cognition, including how infants understand social structure, learn from cultural contexts, and develop neural processes underlying early social-cognitive abilities. She pioneered experimental methods to study infant social understanding, emphasizing imitation, theory of mind, and cross-cultural influences. Woodward has received prestigious awards such as the APA Boyd McCandless Award and is a fellow of the American Academy of Arts and Sciences. Her lab, the Infant Learning and Development Laboratory, investigates infants' understanding of social intentions, perceptions, and emotions. Notable students include Tess Fulcher, Natalie Brezack, and Haerin Chung. She teaches courses like Cognitive Development and From Action to Abstraction . Her work bridges developmental psychology with neuroscience, emphasizing how early experiences shape social cognition. Recent research explores racial categorization, cross-cultural learning strategies, and neural correlates of social perception.

Mariah G. SchugView profile

Associate Professor

• Cultural Psychology
• Cognitive Development
• Gender Studies
• +5 more

Mariah G. Schug serves as Associate Professor of Psychology and Gender, Women, and Sexuality at Widener University, chairing the Gender, Women's and Sexuality Studies program. Her anthropological and psychological expertise drives interdisciplinary research examining cultural and environmental impacts on cognition, with significant fieldwork conducted in the Faroe Islands. She actively contributes to academic discourse and public understanding through media engagement and innovative teaching. Her educational background includes: Ph.D. in Anthropology, University of Utah (2008) M.S. in Anthropology, University of Utah (2003) B.A. in Anthropology, University of Minnesota (1998) Dr. Schug's research focuses on cultural influences on cognitive development , particularly examining how environmental contexts shape spatial cognition, intergroup attitudes, and child well-being. Her pioneering work in Nordic societies investigates how childhood independence and nature exposure reduce gender disparities in spatial skills while enhancing attention and overall development. Supported by National Science Foundation funding, her current research compares Danish and Faroese cultural approaches to childhood autonomy, aiming to inform educational practices that balance safety with exploratory freedom. Analysis of her publication record reveals consistent interdisciplinary integration of cognitive science, developmental psychology, and anthropology. Her work demonstrates pronounced methodological rigor in cross-cultural comparisons, with recurring thematic emphasis on cultural variation in cognitive processes , developmental origins of social biases , and nature's role in cognitive maturation . The Faroe Islands serve as a critical research site for understanding universal versus culture-specific aspects of human cognition. Dr. Schug has secured substantial research funding including a $142,000 National Science Foundation grant for collaborative research with the University of Utah and Wesleyan University (total project funding exceeding $220,000). This initiative examines how cultural priorities regarding childhood independence and nature interaction influence developmental outcomes across societies. Her research methodology involves immersive fieldwork in Nordic communities, particularly examining children's exploratory behavior in natural environments. Current projects focus on cross-cultural comparisons between the Faroe Islands and Denmark to understand how cultural frameworks around childhood autonomy affect cognitive and social development, with implications for educational policy and parenting practices worldwide.

Ryan GiseView profile

Assistant Professor

• Pediatric Ophthalmology
• Neuro-Ophthalmology
• Retinopathy of Prematurity (ROP)
• +18 more

Ryan Gise, MD, is an Assistant Professor of Ophthalmology at Harvard Medical School and an Attending Physician at Boston Children's Hospital . He holds dual board certifications from the American Board of Ophthalmology and American Board of Pediatrics. Education : Brown University (Undergraduate, 2008) Boston University School of Medicine (MD, 2012) Columbia University Medical Center (Pediatrics Residency, 2013-2015) Montefiore Medical Center (Ophthalmology Residency, 2018) Massachusetts Eye and Ear Infirmary (Neuro-Ophthalmology Fellowship, 2019) Boston Children's Hospital (Pediatric Ophthalmology Fellowship, 2020) Dr. Gise's research focuses on pediatric neuro-ophthalmology , including retinopathy of prematurity (ROP) , optic nerve pathologies , and idiopathic intracranial hypertension . He has developed clinical algorithms like FIRST-ROP and TWO-ROP for ROP screening and contributed to AI-driven diagnostic tools for pediatric pseudopapilledema. Recent publications analyze topics such as drug-induced optic nerve hypoplasia, nutritional optic neuropathy in neurodevelopmental conditions, and ocular complications in systemic diseases. His work emphasizes preventive strategies , diagnostic innovation , and patient-centered education in pediatric ophthalmology.

Jessica L MontagView profile

Assistant Professor

• Cognitive Psychology
• Developmental Psychology
• Language Production and Comprehension
• +3 more

Jessica L Montag is an Assistant Professor in the Department of Psychology at the University of Illinois Urbana-Champaign, with affiliations at the Beckman Institute for Advanced Science and Technology and the National Center for Supercomputing Applications (NCSA). She serves as an affiliate of the Center for Social & Behavioral Science. Current faculty in Psychology Assistant Professor at Beckman Institute Assistant Professor at NCSA Affiliated with Center for Social & Behavioral Science Research Focus: Montag investigates how language abilities develop across the lifespan, specializing in language comprehension, production, and reading. Her work combines experimental methods with corpus analysis and advanced quantitative techniques. Publication Trends: Recent studies include analyzing picture book reading practices in infancy, computational models of vocabulary acquisition, and individual differences in text exposure effects. Her research bridges cognitive psychology with corpus linguistics and technological applications. Labs & Teams: Leads the Learning and Language Lab , which explores linguistic experiences through both experimental and naturalistic data collection methods.

Mari TervaniemiView profile

Researcher

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

Mari Tervaniemi serves as Research Director in the Department of Educational Sciences at the University of Helsinki , leading the Center of Excellence for Music, Mind, Body and Brain Research (CBRU) . Active in Brain, Music and Learning domains, she supervises doctoral students in programs including Brain & Mind , Cognition, Learning, Teaching and Communication , and School, Education, Society and Culture . Research Focus: Cognitive neuroscience of music, neuroplasticity, child development, music therapy, and brain rehabilitation. International Collaboration: Visiting Research Professor at Beijing Normal University's Advanced Innovation Center for Future Education (2018-2024). Key research areas include music's role in cognitive development , neurological impacts of dance/music expertise , and music-based interventions for health and education. Recent projects span MUSPRO (music-sports-behavior links), NASMUS (neonatal care), and EDUCA (future-oriented education). Scientific Recognition: Finalist in the Dlearn.Helsinki - Helsinki Challenge Science Competition (2017). Active in public talks (e.g., ISME Pre-Congress Seminar 2024) and editorial/review activities.

Michelle A HurstView profile

Assistant Professor

• Developmental Psychology
• Cognitive Psychology
• Mathematical Cognition
• +4 more

Michelle A. Hurst is an Assistant Professor at Rutgers University in both the Department of Psychology and the Center for Cognitive Science . She is the Principal Investigator of the Quantitative Development Lab (The QUAD Lab), where she explores systematic variation in human cognition across development and context. Dr. Hurst earned her PhD in Psychology from Boston College (2017) and completed a postdoctoral fellowship at the University of Chicago (2017–2022). Her research bridges cognitive, developmental, and educational psychology through behavioral experiments, computational models, and a focus on proportional reasoning and mathematical cognition in infants to adults. Her recent work examines how contextual factors influence mathematical intuitions, particularly in fraction and decimal understanding. She advocates for open science practices, including pre-registration and open data. Her lab’s research has been funded by the NICHD , and she is actively recruiting graduate students and postdocs for Fall 2025. Dr. Hurst’s scientific awards include: Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) grant She collaborates with researchers at the University of Chicago, Boston College, and other institutions to advance understanding of cognitive development and educational interventions.

Denise D. CunninghamView profile

Professor

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

Dr. Denise D. Cunningham is a Professor and Department Head of the Childhood Education and Family Studies at Missouri State University . She also serves as Co-Director of the Center for Rural Education and has led initiatives like the Bears Teach summer immersion program and Young Mathematics Teacher Academy . Education : PhD in Teaching and Learning (2005), University of Missouri-St. Louis MAT in Interdisciplinary Studies: Special Reading K-12 Certification (2000), Webster University BS in Secondary Education Social Sciences (1981), Northwest Missouri State University Research interests focus on: Early childhood curriculum design with emphasis on literacy and play Teacher preparation for developmentally appropriate practices Family and community engagement in education Technology integration in early childhood education Grant leadership includes a $70,000 DESE grant to address teacher shortages through recruitment programs. Her award-winning work (2020 Champion Business Leader, 2015 Foundation Award for Teaching) shapes educational policy and practice. Her publications span early childhood curriculum , literacy development , and teacher education , with recent works (2022) exploring play-based learning , technological tools , and social justice in supervision. She mentors faculty and trains future educators through structured programs.

• Nationalism Studies
• Holocaust Studies
• Legal History
• +3 more

Maria Kovacs is a Professor in the Nationalism Studies Department at Central European University (CEU). She actively participates in academic events, including the book launch of "Belated Obeisance - Jurist Victims of the Holocaust" (Kesei fohajtas – a holokauszt jogasz aldozatai) at the Hungarian Bar Association on March 7, supported by CEU. Her research interests center on Nationalism Studies, Holocaust Studies, and Legal History as evidenced by institutional affiliation and event participation. The department focuses on 21st-century nationalist movements and historical memory, though specific subfields are not detailed in the text. Her Google Scholar profile shows 15 recent publications (2025-2023) predominantly in Cognitive Psychology and Developmental Psychology, revealing a strong experimental focus on infant/toddler theory of mind, perspective taking, and bilingualism effects. Methodologies include eye-tracking, tablet-based games, and multi-lab studies, with recurring themes in mental state attribution and combinatorial cognition. No scientific awards were mentioned in the provided text. Details about student advising, grant funding, or research teams are absent from the sources. Her institutional role appears focused on historical and political analysis despite the cognitive science publications, though interdisciplinary connections are not specified.

• Empirical Software Engineering
• Software Quality
• Software Metrics
• +12 more

Fernando Brito e Abreu is an Associate Professor at Iscte - Instituto Universitário de Lisboa, where he is affiliated with the Department of Information Science and Technology (ISTA) and serves as an Integrated Researcher at ISTAR-Iscte, the Research Center in Information Sciences, Technologies and Architecture. He leads the Software Systems Engineering (SSE) research group and has held leadership roles such as Director of the Master's in Computer Science and Management and member of the Scientific Council. PhD in Computer and Informatics Engineering, IST/UL (2001) Master’s and Bachelor’s degrees in Electrical and Computer Engineering, IST/UL Bachelor’s in Merchant Navy Radio Officer, Infante D. Henrique Higher Nautical School His research focuses on Empirical Software Engineering , Software Quality , and Digital Transformation in Tourism . He pioneered the QUASAR research group and developed the MOOD metrics and M2DM approach, both influential in academia and industry. His work bridges software engineering with sustainability and tourism innovation. Recent research projects include EUROSTIT (Smart Tourism Observatory), MoniCrowd (crowd monitoring), Atlantic Crossing (transatlantic academic collaboration), and RESETTING (digital recovery of tourism SMEs). These reflect a strong trend toward applying software engineering principles to real-world societal challenges, particularly in sustainable tourism and public safety. Editor, Software Quality Journal (Springer) Former Associate Editor, Software Quality Professional Portuguese Delegate, IFIP TC2 Chairman, QUATIC Series Scientific Steering Committee (2021) President, CS/03 (2000–2007) Fernando has supervised over 30 students, including 10 doctoral candidates. He has coordinated numerous national and international research projects and has been deeply involved in scientific dissemination through conference organization, editorial work, and professional associations. He leads the ISTAR-Iscte team in technology transfer initiatives with public and private sectors, particularly in digital tourism and sustainability. He has organized and coordinated major events such as CENTERIS, ICSOFT, QUATIC, and ICSE co-located workshops. His leadership in events and research groups underscores his central role in the European and Latin American software engineering communities.

Douglas A BehrendView profile

Professor

• Developmental Psychology
• Child Cognition
• Language Acquisition
• +6 more

Douglas A Behrend is a Professor in the Department of Psychology within the College of Arts & Sciences at the University of Arkansas. He is actively engaged in research and teaching in developmental psychology, with a focus on child cognition and language development. His research interests include child word learning, the role of song and speech in language acquisition, accent and dialect perception, whispering as a social cue, and the development of early beliefs and intellectual humility. He leads the WordPlay laboratory, which investigates how young children understand language and social information. His recent publications (2008–2023) reflect a consistent focus on how children learn words from different types of speech, evaluate speaker reliability, and use linguistic cues in social decision-making. Themes across his work include the interplay between language, cognition, and social development in early childhood. He teaches PSYC 3093 (Developmental Psychology), PSYC 4283 (Advanced Seminar), and PSYC 5013 (Advanced Developmental Psychology) at both undergraduate and graduate levels. Dr. Behrend earned his Ph.D. from the University of Minnesota in 1986. He has advised several graduate students who have co-authored his research. No scientific awards are listed in the provided text. He is the director of the WordPlay laboratory, a research team dedicated to studying child language and cognition through behavioral experiments with children aged 5–18. The lab conducts studies on whispering, implausible beliefs, and social preferences in language use.

Riccardo FusaroliView profile

Professor

• Cognitive Science
• Communicative Interactions
• Conversation Analysis
• +17 more

Riccardo Fusaroli is a Professor in the Department of Cognitive Science at the School of Communication and Culture, Aarhus University, Denmark. He is an active researcher with a strong interdisciplinary focus on communicative interactions, social cognition, and methodological innovation in cognitive science. His research interests span Cognitive Science, Communicative Interactions, Social Interaction, Autism Spectrum Disorder, Language Development, Clinical and Developmental Psychology, Linguistics, Semiotics, Causal Inference, Cognitive Modeling, Complex Systems, and Machine Learning . He integrates diverse methodologies to study conversation dynamics, particularly in neurodiverse populations, and contributes to the cultural evolution of early communication systems. The most recent publications highlight a strong trend in meta-analytic and systematic review methodologies applied to speech and developmental phenomena, particularly in autism and Parkinson’s disease. His work frequently explores turn-taking , prosody , and alignment in social interactions, using advanced statistical and computational modeling techniques. He has received scientific recognition, including: The Puzzle of Danish (2017) Riccardo Fusaroli has been actively involved in multiple long-term research projects, such as Ready to CONNECT: Conversation and Language in Autistic Teens , The Evolution of Early Symbolic Behavior - eSYMb , and Clinical Voices in the Wild . He regularly contributes to academic service through peer review, editorial duties, organizing workshops, and hosting visiting scholars. His work is widely disseminated through over 200 research outputs and significant media engagement, demonstrating a commitment to both academic and public impact.