Find Academic Supervisors

Inbal ArnonView profile

Professor

• Language acquisition
• Psycholinguistics
• Statistical learning
• +4 more

Professor Inbal Arnon leads the Language Learning and Processing Lab at the Hebrew University of Jerusalem , focusing on how language knowledge emerges through cognitive mechanisms in first and second language acquisition. Her research bridges Cognitive Science , Linguistics , and Psychology , with a special emphasis on statistical learning, Zipfian distributions, and multiword units. Current projects include funded studies on learnability advantages of Zipfian distributions in language Investigations into cross-species communication through whale song analysis Developmental trajectories of statistical learning in children Her methodological approach combines computational modeling, experimental studies, and corpus analysis. Arnon’s work has been highlighted in Science , The New York Times , and Haaretz , with a particular focus on how cognitive biases shape language structure over time. The lab maintains a diversity commitment to recruit underrepresented groups in sciences and hosts a public-facing research space at the Bloomfield Science Museum . Arnon’s team actively explores cultural transmission mechanisms and language evolution through interdisciplinary collaborations.

Emmanuel DupouxView profile

Professor

• Cognitive Science
• Psycholinguistics
• Machine Learning
• +4 more

Emmanuel Dupoux is a Professor at the École des Hautes Études en Sciences Sociales (EHESS), affiliated with the Laboratory of Cognitive Sciences and Psycholinguistics (LSCP) and the Département d'Études Cognitives (DEC) at École normale supérieure (ENS), Paris. He leads the Cognitive Machine Learning team, focusing on interdisciplinary research at the intersection of cognitive science, artificial intelligence, and language development. His research centers on understanding human cognition through computational models, particularly in the domain of infant language acquisition. By leveraging machine learning techniques, his work aims to reverse-engineer how children learn language, bridging gaps between developmental psychology and AI. This includes modeling early phonological and lexical development using synthetic learning systems. The recent internship and postdoctoral positions advertised under his supervision highlight a growing focus on applying data science and AI to behavioral analysis in neurodegenerative diseases, indicating an expansion of his research into clinical cognitive neuroscience. His collaborative work with the Interventional Neuropsychology Laboratory underscores this interdisciplinary trajectory. Scientific Awards: No awards listed in the provided text. Emmanuel Dupoux actively advises graduate students and postdoctoral researchers, as evidenced by his role as principal adviser for an M1/M2 internship on reverse engineering infant language development and co-adviser for a postdoctoral position in AI for neurodegenerative disease analysis. While specific grants are not mentioned, his leadership in hosting research positions suggests active external funding. He is involved in fostering research teams that integrate cognitive theories with machine learning frameworks. He is associated with the Cognitive Machine Learning team at LSCP and collaborates with the Interventional Neuropsychology Laboratory , where he co-supervises research on AI-driven behavioral analysis in neurological disorders. These affiliations reflect a strong commitment to translational cognitive science, linking fundamental research in language development with clinical applications.

Sujith VijayanView profile

Associate Professor

• Computational modeling
• Brain oscillatory dynamics in health and disease
• Development of stimulation and pharmacological therapies for brain disorders
• +7 more

Sujith Vijayan is an Associate Professor at the School of Neuroscience , part of the Virginia Tech College of Science . His research focuses on neural dynamics during sleep and active behavior , leveraging computational modeling , signal processing , and invasive/non-invasive recording to explore memory consolidation, emotional regulation, and therapeutic applications for neurological disorders. Research Interests include: Sleep-mediated memory processing Brain-computer interface (BMI) learning Pathological brain rhythms in PTSD and Parkinson’s Neural stimulation therapy development REM sleep emotional memory mechanisms His 15 most recent publications reveal a trajectory from anesthetic-induced neural oscillations (2013), through schizophrenia network analysis (2015), to targeted memory reactivation during sleep (2017). Key scientific contributions include the 2022 NSF CAREER award for BCI learning enhancement via sleep manipulation . Lab members include graduate students in Biomedical Engineering, TBMH, and Neuroscience programs, with alumni now at institutions like Barrow Neurological Institute and University of Arizona’s Sleep Lab.

• Developmental Psychology
• Autism Spectrum Disorder
• Child Development
• +3 more

Jennifer Grandits is a Principal Lecturer in the Department of Psychology at Clemson University, affiliated with the College of Behavioral, Social and Health Sciences. She holds a PhD in Developmental Psychology from the University of Connecticut (2013), along with a Quantitative Research Methods Certificate, MA in Developmental Psychology (2010), and dual BA degrees in Psychology and Sociology from the University of Virginia (2007). Her research focuses on autism spectrum disorder interventions, implicit biases in healthcare, and aging workforce adaptation. She teaches courses in experimental psychology and lifespan development. Key research themes include sensory-based interventions for autism, cross-cultural stigma analysis, and leveraging machine learning for predictive modeling in health contexts. Her work bridges developmental psychology with practical applications in education and clinical settings. Expertise areas: Neurodiversity, child development, applied statistics Recent projects involve collaborations with autistic communities in curriculum design Teaching responsibilities include foundational psychology courses and advanced lifespan development studies. Her CV highlights contributions to inclusive education programs and technology adoption initiatives for older adults.

• Computational Immunology
• B Cell Receptor (BCR) Repertoire Profiling
• Multi-Omics Analysis
• +5 more

Dr. Steven Kleinstein is the Anthony N. Brady Professor of Pathology at the Yale School of Medicine, with secondary appointments in Immunobiology and Biomedical Informatics. He is Co-Director of Graduate Studies in Computational Biology and Biomedical Informatics, and leads the Kleinstein Lab. His research focuses on computational immunology, integrating big data analysis with immunology to study immune responses, including B cell receptor (BCR) repertoire profiling via AIRR-seq and multi-omic studies of infection/vaccination responses. Dr. Kleinstein holds a BAS in Computer Science from the University of Pennsylvania (1994) and a PhD in Computer Science from Princeton (2002). He is a member of the Computational Biology and Bioinformatics Program and the Human and Translational Immunology Program. Education: B.A.S. in Computer Science, University of Pennsylvania, 1994 Ph.D. in Computer Science, Princeton University, 2002 Research Interests: His lab develops computational tools (e.g., Immcantation framework) for analyzing BCR repertoires and immune responses to pathogens like SARS-CoV-2, HIV, and influenza. Key projects include understanding germinal center B cell maturation, antibody specificity prediction via language models, and immune correlates of disease severity in hospitalized patients. Collaborations span clinical and basic science groups to apply these methods to autoimmune diseases, allergies, and cancer. Grants & Collaborations: Active in NIH/NIAID initiatives (e.g., HIPC, PRIME) and industry partnerships. Lab members collaborate with institutions globally on projects like the IMPACC study and malaria vaccine research. Labs/Teams: The Kleinstein Lab at Yale is part of the Center for Biomedical Data Science and the Yale Cancer Center, emphasizing computational and experimental immunology integration.

Paul KockelmanView profile

Professor

• Linguistic Anthropology
• Environmental Anthropology
• Semiotics
• +5 more

Paul Kockelman is a Professor of Anthropology at Yale University, specializing in linguistic anthropology, semiotics, and environmental studies. He holds undergraduate degrees in mathematics and physics, an MS in physics, and a PhD in anthropology from the University of Chicago. His research focuses on the intersection of human agency, environmental degradation, and computational systems, with extensive fieldwork among Q’eqchi’-Maya communities in Guatemala. He served as editor of the Journal of Linguistic Anthropology (2016–2018) and is the author of numerous books and essays. Key research areas include the pragmatics of possible worlds, the semiotic dynamics of machine learning, and the ontological coupling between humans and algorithmic models. His work bridges cultural theory, science studies, and linguistic analysis, often employing mathematical models to explore meaning-making processes. His publications span books like Last Words: Large Language Models and the AI Apocalypse (2024) and A Mathematical Model of Meaning (forthcoming MIT Press), alongside foundational works in linguistic anthropology. His articles address topics from Mayan grammatical structures to the epistemic implications of AI. Grants include an EPA-funded dissertation on commons management. He maintains a website at www.envorganism.org .

Elizabeth SpelkeView profile

Professor

• Cognitive Development
• Infant Cognition
• Core Knowledge
• +7 more

Elizabeth Spelke is the Marshall L. Berkman Professor of Psychology at Harvard University and an investigator at the NSF-MIT Center for Brains, Minds and Machines. She leads the Spelke Lab, which conducts behavioral research on infants and preschool children to understand the origins of uniquely human cognitive capacities such as formal mathematics, symbolic representation, and object taxonomy. Education: B.A. in Social Relations from Radcliffe College (1971), Ph.D. in Psychology from Cornell University (1978). Professional Experience: Faculty positions at the University of Pennsylvania, Cornell University, MIT, and Harvard University since 2001. Her research focuses on core knowledge systems in infancy, including understanding of objects, actions, people, places, number, and geometry. She collaborates with computational cognitive scientists to model infant cognition and with economists to apply findings to educational interventions. Her work integrates developmental, comparative, and cross-cultural perspectives. Her recent publications span topics such as early math learning, social evaluation in toddlers, goal inference, and the interplay between language and conceptual development. Trends in her recent work include experimental field studies, interdisciplinary collaborations, and theoretical synthesis of core knowledge frameworks. National Academy of Sciences (USA), 1999 American Academy of Arts and Sciences, 1997 National Academy of Sciences Prize in Psychological and Cognitive Sciences, 2014 C.L. de Carvalho-Heineken Prize for Cognitive Sciences, 2016 George A. Miller Prize, Cognitive Neuroscience Society, 2018 Mentor Awards from APS and APA, 2021 Spelke has mentored numerous researchers and collaborated widely across disciplines. Her lab’s work is supported by major grants from the NSF and other institutions. She has pioneered the use of behavioral methods to study infant cognition and has been instrumental in translating cognitive science into educational practice. She directs the Spelke Lab at Harvard, which investigates core cognitive systems through behavioral experiments with infants and young children. The lab explores how innate knowledge structures interact with experience to produce complex human cognition.

Karen DobkinsView profile

Professor

• Mindfulness
• Mental Well-being
• Developmental Psychology
• +7 more

Professor Karen Dobkins is a Professor of Psychology at the University of California, San Diego (UCSD), specializing in Cognitive Behavioral Neuroscience and Developmental Psychology. Her affiliations include the Human Experience and Awareness Lab (HeaLab), where she explores interventions to enhance mental well-being, and her teaching responsibilities include courses like 'Learning Sustainable Well-Being' and 'Science of Mindfulness'. Her research spans mindfulness interventions, developmental neuroscience, autism spectrum disorders, sensory processing in infants, and cross-cultural relationship dynamics. Notable areas of focus include meditation's effects on well-being, interoception's role in social connection, and the neurodevelopmental underpinnings of autism. She has also investigated visual processing in infants and deaf populations, contributing to our understanding of brain plasticity. Her applied work emphasizes practical solutions to mental health challenges, such as reducing loneliness and anxiety through workshops, and she has pioneered studies on inner speech, hugging’s psychological benefits, and cultural differences in love preferences. Her interdisciplinary approach integrates psychology, neuroscience, and education. Professor Dobkins has collaborated on over 100 publications, including seminal works on autism biomarkers, visual perception in infants, and mindfulness efficacy. She advises graduate and undergraduate students and has received grants supporting research on developmental disorders and mental health interventions. Her lab, HeaLab, bridges applied and theoretical research, addressing societal issues like rising loneliness and anxiety. Current projects explore interventions to reduce body shame, the impact of cultural ideals on love scripts, and the effects of mindfulness on university students' well-being.

Stéphanie CailliesView profile

Professor

• Cognitive Psychology
• Social Cognition
• Theory of Mind
• +4 more

Stéphanie Caillies is a Professor of Cognitive Psychology at the University of Reims Champagne-Ardenne and serves as Deputy Director of the C2S Laboratory (Cognition, Santé, Socialisation EA 6291). Her research focuses on social cognition, language processing, and theory of mind from developmental, neuropsychological, and psychopathological perspectives. Research Interests: Pragmatic language comprehension and figurative language processing Neural correlates of social cognition in clinical populations (schizophrenia, bipolar disorder) Developmental trajectories of theory of mind in neurotypical and at-risk children Neurocognitive mechanisms of irony and metaphor understanding Parent-child interactions in premature infants Her recent publications demonstrate strong emphasis on neuroimaging approaches (fMRI, ERP) to study social cognition, with recurring themes in clinical populations and developmental disorders. Research frequently bridges psycholinguistics, clinical psychology, and cognitive neuroscience. Current Research Projects: POSTURE (2023-2027): Psychologie et réalité virtuelle - ANR-funded project on dynamic posture recognition EDIRE (2022-2025): Horizon Europe project on educational development PHRC CALIN: Hospital clinical research on sensory-tonic stimulation for premature infants Teaching Activities: Regularly teaches courses in Statistics, Language Development, Academic Learning, and Social Cognition Disorders. Organized multiple scientific conferences including the 59th Congress of the French Society of Psychology. Doctoral Supervision: Currently supervising theses on executive functions in premature children and parent-child interactions. Previously supervised dissertations on pragmatic language in reading comprehension and neurofunctional correlates of theory of mind in schizophrenia.

Elizabeth JohnsonView profile

Professor

• Language Acquisition
• Speech Perception
• Cognitive Development
• +3 more

Dr. Elizabeth Johnson serves as Professor of Psychology at the University of Toronto Mississauga (UTM), holding the Canada Research Chair in Spoken Language Acquisition. She is cross-appointed to the Graduate Department of Linguistics and directs the University of Toronto's Tri-Campus Graduate Program in Psychology, leading interdisciplinary research on language acquisition through the Child Language and Speech Studies (CLASS) Lab in UTM's Communication, Culture and Technology Building. Her academic foundation includes a B.A. in Brain and Cognitive Sciences from the University of Rochester (with a Take Five program in Developmental Biology & Evolution), followed by M.A. and Ph.D. degrees in Psychological & Brain Sciences from Johns Hopkins University. She completed postdoctoral training at the Max Planck Institute for Psycholinguistics and spent semesters at MIT's Speech Group during her doctoral studies. Dr. Johnson's research examines how perceptual, cognitive, and social mechanisms enable children's rapid language mastery, with emphasis on speech perception, multilingual development, accent processing, and infant speech segmentation. Her work bridges developmental psychology, linguistics, and speech sciences to investigate topics including audio-visual speech perception, word-learning heuristics, prosody acquisition, and voice recognition—all contextualized within UTM's linguistically diverse community. Analysis of her recent publications reveals intensifying focus on real-world applications of language acquisition research, particularly voice assistant technology for children, pandemic impacts on language development, and sociolinguistic factors in educational settings. Her work increasingly explores accent variation effects across development and the cognitive mechanisms underlying talker recognition. Dr. Johnson's scientific recognition includes: Canada Research Chair in Spoken Language Acquisition She actively mentors graduate researchers: PhD Students: Emily Shroads (June and David Scott Fellowship recipient) Recent PhD Graduates: Priscilla Fung (SSHRC Postdoctoral Fellow), Madeleine Yu Undergraduate Support: NSERC USRA (Christopher Khalaf), SSHRC UTEA (Gabriella Di Maio, Alexandra Maracz) Research Funding: SSHRC Insight Grants, NSERC Discovery Grants The CLASS Lab functions as an interdisciplinary hub collaborating with UTM's Developmental Science Cluster, Centre for Biological Communication Systems, and Infant and Child Studies Centre. Its community-engaged research leverages linguistic diversity in the Greater Toronto Area to translate foundational science into practical applications for child development and educational technology.

Diane Poulin-DuboisView profile

Professor

• Cognitive Development
• Language Development
• Bilingualism
• +5 more

Diane Poulin-Dubois is a Full Professor in the Department of Psychology at Concordia University's Faculty of Arts and Science, where she serves as Thesis Supervisor and leads the Cognitive and Language Development Lab within the Centre for Research in Human Development (CRDH). Her research significantly contributes to understanding early cognitive and language development in infants and young children. She earned her PhD from Université de Montréal followed by postdoctoral fellowships at McGill University and Harvard University, establishing her expertise in developmental psychology. Her educational background forms the foundation for her innovative research approaches. Professor Poulin-Dubois's research focuses on cognitive development (including categorization, selective trust, and theory of mind) and language development (particularly bilingualism). Her work examines how children learn about objects and people in their environment, with recent emphasis on children's interactions with social robots. She investigates whether toddlers attribute mental states to robots, how they determine whom to trust for information, and whether bilingualism provides cognitive advantages during early development. Her publication record shows a clear evolution toward human-robot interaction research, with numerous 2023-2025 papers examining children's trust in robots versus humans, anthropomorphism of technology, and theory of mind development in technological contexts. This represents a significant expansion of traditional developmental psychology into emerging technological domains. Her scholarly impact has been recognized with prestigious awards: 2019 Pickering Award for outstanding contributions to developmental psychology in Canada 2016 Prix Acfas Thérèse Gouin-Décarie for social science 1996 Prix du meilleur article de vulgarisation scientifique de l'ACFAS Professor Poulin-Dubois has successfully secured funding from major agencies including NSERC, SSHRC, and NICHD. Her mentorship has shaped numerous successful careers, with former students including Ilana Frank-Mor (BA 89, MA 93, PhD 99), Susan Graham (MA 90, PhD 96), and Sabrina Chiarella (BA 07, MA 10, PhD 15). Several students have won Graduate Research Communicator of the Year Awards under her guidance. She directs the Cognitive and Language Development Lab, which actively collaborates with international research teams in Italy, Singapore, and the US. The lab's current focus includes examining children's trust in robot versus human informants, investigating the cognitive effects of bilingualism, and exploring the developmental origins of selective social learning. The lab regularly recruits volunteers and welcomes prospective graduate students interested in cutting-edge developmental research.

Sarah PetersView profile

Professor

• Healthcare Communication
• Qualitative Research Methods
• Psychological Interventions
• +5 more

Sarah Peters is a Professor in Psychology within the Division of Psychology & Mental Health at the University of Manchester's Faculty of Biology, Medicine & Health. She currently serves as Co-Director of the Equity, Diversity and Inclusivity Research Unit (EDI-RU) GMH (2021 to date) and was previously Director of the Manchester Centre for Health Psychology (2021 to 2025). She also leads the Greater Manchester qualitative and health psychology stream of the NorthWest NIHR Research Design Service. Her research focuses on healthcare communication, particularly within challenging contexts such as medically unexplained symptoms, unhealthy behaviours and suicide. The goal of her work is to improve patient care through equipping health professionals to communicate more effectively with patients, relatives and colleagues. She specializes in integrating qualitative methods within randomised controlled trials to examine mechanisms of action, acceptability, feasibility and implementation of psychological and educational interventions. Her recent publications demonstrate strong trends in qualitative methodologies applied to healthcare communication challenges across diverse populations including older adults in primary care, postpartum women with eating disorders, culturally diverse patient groups, and individuals with chronic conditions. Her work consistently emphasizes patient-centered communication and the development of practical interventions to improve clinical interactions. Professor Peters serves on editorial boards for prestigious journals including the British Journal of Psychiatry, Social Science and Medicine, British Journal of Health Psychology, and Psychology & Psychotherapy: Theory, Research and Practice. She previously served as External Examiner for the MSc Health Psychology program at St Andrews. She has supervised 38 doctoral students to completion and currently mentors 8 doctoral candidates working on diverse topics including laryngeal hypersensitivity, pain communication in children, ethnic diversity in health research, therapeutic alliance in online therapy, cultural differences in primary care, language of 'Teachable Moments' in midwifery, postnatal behavior change conversations, and suicide research guidelines. Professor Peters leads research within the Manchester Centre for Health Psychology and is actively involved in multiple research projects including the STAR study focusing on chronic musculoskeletal pain in children, NIHR Research Support Service, and BART II investigating cognitive behavioral therapy for young adults at high risk of developing bipolar disorder.

Dedre GentnerView profile

Professor

• Cognitive Science
• Analogical Reasoning
• Language Acquisition
• +6 more

Dedre Gentner is the Alice Gabrielle Twight Professor of Psychology and Education at Northwestern University , where she also serves as Director of the Cognitive Science Program and Co P.I. of the Spatial Intelligence and Learning Center . She holds joint appointments in the School of Education and Social Policy and the Department of Psychology. Ph.D. in Psychology, University of California, San Diego (1974) B.A. in Physics, University of California, Berkeley (1967) Research Interests focus on analogical processing , relational cognition , and language acquisition . Her work explores how structural alignment underpins analogical and metaphorical reasoning, with applications to education , child development , and cognitive modeling . Key themes include: Structure-mapping theory for analogical reasoning Role of relational language in concept formation Causal systems categorization in novices vs. experts Analogy in scientific discovery Impact of analogy on spatial/geoscience education Scientific Awards include the David E. Rumelhart Prize (2016) , Alexander von Humboldt Research Award (2012) , and Journal of Cognition and Development's Editor's Choice Award (2010) . She is a Fellow of the American Academy of Arts and Sciences , APA , and Cognitive Science Society . Advising & Grants : Gentner has advised numerous projects and secured grants from institutions like the Office of Naval Research (ONR) and National Science Foundation (NSF) . Her lab collaborates on topics such as analogical learning in children’s museums and computational models of analogy . Labs & Teams : Leads the Cognition and Language Lab and co-leads the Spatial Intelligence and Learning Center , focusing on interdisciplinary research bridging psychology, education, and computational modeling.

• Special Education
• Early Childhood Education
• Teacher Preparation
• +7 more

Jisun Rachel Oh is a Lecturer in the Department of Special Education within the College of Education at the University of Illinois. Her work focuses on enhancing teacher preparation practices through culturally responsive frameworks and evidence-based interventions in early childhood education. Research Interests: Special Education equity and inclusion Early Childhood Development and intervention Teacher training for diverse settings Behavioral and language development strategies Mixed methods research in education Recent Research Trends: Her publications highlight interdisciplinary approaches to early childhood special education (ECSE), emphasizing cultural competence in teacher preparation, bilingual language development for children with disabilities, and methodological rigor in journal reviewing practices. Collaborative work with scholars like Cheatham and McLeod demonstrates her focus on practical applications in field experiences and developmental theory. Academic Engagement: Active in peer-reviewed publishing and editorial work, she contributes to journals such as Early Childhood Education Journal and Young Exceptional Children , with a particular interest in bridging research and classroom practice.

Laura PendergastView profile

Associate Professor

• Psychometrics
• Educational Assessment
• Equity in Psychological Measurement
• +3 more

Laura Pendergast serves as an Associate Professor at Temple University's College of Education and Human Development, where she teaches graduate courses including Tests and Measurements (EPSY 5529) and Clinical Supervision Seminar in School Psychology (SPSY 9687). Her academic work centers on advancing equity in psychological and educational assessment through rigorous psychometric methodologies. Her research program focuses on evaluating cross-cultural equivalence of social, emotional, and behavioral constructs using multivariate statistics, with particular emphasis on applications in school psychology and international contexts. She investigates how measurement science can improve decision-making processes in educational settings, especially in low-resource environments where assessment tools require cultural validation. Analysis of her 15 most recent publications (2018-2024) reveals consistent themes in validating cognitive and behavioral assessment instruments across diverse populations, with significant contributions to understanding environmental impacts on child development through the MAL-ED international study. Her work demonstrates methodological expertise in measurement invariance testing and scale development for global applications. Dr. Pendergast's research has secured substantial funding from major organizations: Society for the Study of School Psychology Institute for Education Sciences Spencer Foundation Foundation for the National Institutes of Health Bill and Melinda Gates Foundation Her laboratory work involves large-scale international collaborations examining child development trajectories, with particular focus on cognitive assessment validity in low- and middle-income countries. Current projects investigate the interplay between environmental factors, nutritional status, and neurodevelopmental outcomes using sophisticated psychometric modeling techniques.