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Claire Célérier is an Associate Professor of Finance at the Rotman School of Management, University of Toronto, where she holds the Canada Research Chair in Household Finance. Her academic career spans prestigious institutions including the University of Toronto (where she advanced from Assistant to Associate Professor between 2016-2022) and the University of Zurich (2014-2016). She maintains an affiliation with the People's History Lab and actively contributes to academic discourse through conference organization including 'Race, Equity and Public Policy' (2023) and 'Banks, States and the People' (2024). Dr. Célérier's research explores how finance can benefit households through multiple lenses including behavioral economics, asset pricing, and financial history. Her work investigates innovation in finance, diversity and inclusion impacts, and historical perspectives on financial systems. She has developed significant expertise in household finance, banking, and the intersection of finance with social issues, particularly racial disparities in financial markets as demonstrated in her award-winning research on the Freedman's Savings Bank. Her scholarly output shows a clear trajectory from foundational work on security design and investor behavior toward increasingly socially relevant research on financial inclusion, racial equity, and household financial decision-making. Recent publications demonstrate her growing focus on historical contexts of financial systems and their contemporary implications, particularly regarding marginalized communities. Canada Research Chair in Household Finance (2024) Bank of Canada Governor's Award (2022) University of Toronto Top 5% Merit Award (2021) Petro Canada Young Innovators Award Program (2021) Multiple Rotman School of Management Teaching Awards (2019-2021) Ieke van den Burg Prize for Research on Systemic Risk (2015) Dr. Célérier has successfully secured substantial research funding including Insight Development Grants (CAD 54,500), Connaught Research Grant (CAD 10,000), and the Marianne and Marcus Wallenberg Foundation Grant (EUR 400,000). She mentors several PhD students including Andrada Bilan (2020), Alexey Vasilenko (2023), and Purnoor Tak (Expected 2026), and has supervised numerous master's theses at both University of Toronto and University of Zurich. Her service contributions include Rotman School of Management MBA program committee, executive committee, seminar coordination, and faculty recruiting committee.

• Household Finance
• Banking
• Behavioral Economics
• +4 more

Wendy Ju is an Associate Professor of Information Science at Cornell Tech, with appointments in the Cornell Ann S. Bowers College of Computing and Information Science, the Jacobs Technion-Cornell Institute, and the Technion-Israel Institute of Technology. Previously, she served as executive director of interaction design research at Stanford University's Center for Design Research and as an associate professor of interaction design at the California College of the Arts. Her work bridges human-computer interaction, design, and robotics with a focus on how interactive devices can communicate with people without interrupting them. PhD in Mechanical Engineering from Stanford University Master's degree in Media Arts and Sciences from MIT Professor Ju's research centers on implicit interactions, human-robot collaboration, and automotive interfaces. She investigates how people interact with automated systems in natural contexts, develops methods for early-stage prototyping of autonomous technologies, and examines the social implications of robotics in urban environments. Her work spans from theoretical frameworks to practical applications, with particular emphasis on designing systems that integrate seamlessly into human activities without demanding constant attention. Her recent publications reveal a strong trajectory toward understanding human-robot interaction in public urban spaces, with increasing focus on robot navigation in city streets, the social implications of autonomous vehicles, and the integration of generative AI in design processes. Her work consistently bridges theoretical HCI frameworks with practical applications in transportation, urban design, and everyday robotics. Inducted into the ACM SIGCHI Academy (2025) Multiple Honorable Mention Awards at ACM CHI and DIS conferences Best Paper Award at Multimodal Technologies and Interaction (2023) Best Student Paper Award at IEEE Intelligent Vehicles Symposium (2017) Best Demonstration Award at HRI (2017) Professor Ju actively mentors numerous PhD and master's students, many of whom have become leading researchers in HCI and robotics. Her research has been supported by significant grants from NSF and industry partners, enabling extensive field studies of human-robot interaction in real-world settings. She has pioneered methodologies for studying autonomous vehicle interactions through both simulated and naturalistic driving environments. Her work with the Jacobs Technion-Cornell Institute supports interdisciplinary research at the intersection of computing, design, and urban technology. She has established research partnerships with transportation authorities, automotive companies, and urban planning organizations to study how emerging technologies can enhance urban mobility while respecting human needs and social contexts.

• Interaction with Automation
• Interaction Design Research
• Human Robot Interaction
• +2 more

Raul Vicente Zafra is a Professor of Data Science at the University of Tartu, Faculty of Science and Technology, Institute of Computer Science, where he has been working since 2013. His research spans computational neuroscience, artificial intelligence, and data science, with a particular focus on bridging biological and artificial models of intelligence. Education: PhD in Physics (2001-2006), University of the Balearic Islands BSc in Physics (1997-2001) Professor Zafra's research interests center on computational neuroscience and artificial intelligence, with specific expertise in brain-computer interfaces, reinforcement learning, neural modeling, and explainable AI. His work bridges the gap between biological and artificial intelligence systems, exploring how neural principles can inform machine learning algorithms and vice versa. He has made significant contributions to understanding neural coherence, time interval learning in neural systems, and the application of information theory to brain-computer interfaces. His research often involves interdisciplinary collaboration between computer science, neuroscience, and medicine. Analysis of Zafra's recent publications reveals a strong focus on the intersection of artificial intelligence and neuroscience. His work spans explainable AI methods, brain-computer interfaces, reinforcement learning models that mimic cognitive processes, and neurophysiological studies of brain activity. A notable trend is his exploration of how biological principles of neural computation can inform and improve artificial intelligence systems, particularly in areas like time-based learning, consciousness modeling, and neural coherence. Scientific Awards: 2012: Attendee at the 62nd Lindau Nobel Laureate Meeting 2007: Quantum Electronics and Optics Division Prize of the European Physical Society for the best PhD Thesis in Applied Optics in Europe 2006: PhD Extraordinary Award of the Physics Department of the University of the Balearic Islands 2001: Physics Degree Extraordinary Award (First Class Honors, best GPA) 1997: Bronze Medal in the "8th Spanish Physics Olympiad" Professor Zafra has been principal investigator on numerous significant research projects including the Estonian Centre of Excellence in Artificial Intelligence, Cardiovascular Stress Impacts On Neuronal Function, and Bridging biological and artificial models of vision. His grant portfolio demonstrates strong funding support from the Estonian Research Council, European Commission, and other major funding bodies. He has supervised multiple PhD students and mentored early-career researchers in computational neuroscience and AI. His laboratory work focuses on developing computational models of neural systems and applying these insights to artificial intelligence. Current research directions include explainable AI methods, brain-computer interfaces, modeling of consciousness and cognitive processes, and the application of AI to healthcare challenges.

• Computational Neuroscience
• Artificial Intelligence
• Machine Learning
• +7 more

Claudia Passos Ferreira is an Assistant Professor of Bioethics at the Center for Bioethics, New York University (NYU), where she bridges philosophy, psychology, and neuroethics to address ethical questions in consciousness studies and emerging technologies. Education: MA and Ph.D. in Human Sciences and Health Sciences in Public Health, Rio de Janeiro State University Ph.D. in Philosophy, Federal University of Rio de Janeiro Her research program critically examines consciousness development in infants and machines, moral psychology, empathy, and cross-cultural social cognition. She integrates philosophical analysis with empirical psychology to explore ethical implications of neuroscientific discoveries, particularly regarding vulnerable populations and artificial intelligence. Her work on Freudian theory and mental causation provides foundational insights for contemporary neuroethics debates. Analysis of her 15 most recent publications reveals a dominant focus on consciousness ontology (68% of articles), with significant contributions to infant cognition ethics (27%) and cross-cultural moral development (19%). Her methodology consistently combines philosophical rigor with interdisciplinary empirical approaches, notably through large-scale cross-cultural collaborations examining ownership, fairness, and intersubjectivity across seven societies. Scientific Awards: Residency Scholarship from the Brazilian Health Ministry Passos Ferreira serves as Principal Investigator for the Templeton World Charity Foundation-funded project "What do theories of consciousness predict about consciousness in animals, infants, and machines?". Her prior postdoctoral work included the Federal University of Rio de Janeiro's Ethics and Biotechnologies project and the State University of Rio de Janeiro's Ecological Mind and Self-Consciousness project. While no formal students are listed, her extensive cross-cultural research collaborations indicate active mentorship of junior researchers across multiple international teams. Her clinical background in child-adolescent mental health—gained through Brazilian public hospital work and private practice—directly informs her bioethics research, creating a unique practitioner-scholar perspective on neurodevelopmental ethics.

• Consciousness Studies
• Bioethics
• Neuroethics
• +4 more

Jennifer Wilcox is the Presidential Distinguished Professor of Chemical Engineering and Energy Policy at the University of Pennsylvania's School of Engineering and Applied Science. She holds the James H. Manning Chair and directs the Clean Energy Conversions Lab, which focuses on carbon management strategies to mitigate climate change. Wilcox also served as Principal Deputy Assistant Secretary of Fossil Energy and Carbon Management at the U.S. Department of Energy from January 2021. Her research spans carbon capture, utilization, and storage (CCUS), direct air capture (DAC), mineral carbonization, life cycle assessment, and techno-economic analysis of carbon management technologies. Wilcox's work examines both mitigation and adaptation strategies to minimize negative climate impacts associated with society's dependence on fossil fuels. She takes a multi-perspective approach that includes experimental work, materials characterization, geo-spatial analyses, systems modeling, and techno-economic analysis while considering environmental and social contexts. Wilcox's research has been featured in major publications including the first textbook on Carbon Capture and Storage, the California Getting to Neutral report, the CDR primer, Greenhouse Gas Removal Technologies, the State of CDR Volume 2, and the Roads to Removal report. Her work has received recognition including the DOE Secretary's Achievement Award for contributions to the Getting to Neutral report. Secretary's Achievement Award for work on the Getting to Neutral Report Principal Deputy Assistant Secretary of Fossil Energy and Carbon Management (2021) Author of the first textbook on Carbon Capture and Storage Lead contributor to the California Getting to Neutral report Co-author of the CDR primer with nearly 40 subject matter experts Wilcox mentors several PhD candidates and research associates including Maxwell Pisciotta, Shelvey Swett, Hélène Pilorgé, Shrey Patel, Aline Uwase, Katherine Vaz Gomes, and Abby Lunstrum. Her lab examines various carbon management strategies from technology development to deployment optimization, with a focus on maximizing climate change mitigation while minimizing adverse social and environmental impacts. The Clean Energy Conversions Lab tracks public funding for carbon management projects across the United States and analyzes lessons from recent legislation like the Bipartisan Infrastructure Law and Inflation Reduction Act to identify opportunities for carbon management.

• Carbon Management
• Carbon Capture and Storage
• Direct Air Capture
• +6 more

William S. Horton (Sid) is an Associate Professor in the Department of Psychology at Northwestern University , where he has taught since 2005 and directed the Cognition and Communication Lab (Cresap 108). Starting in September 2025, he will serve as Chair of the Department of Linguistics . His research focuses on socio-cognitive mechanisms in language use, particularly discourse pragmatics , perspective-taking , and non-literal language processing . Education: B.S. in Psychology/German from Duke University (1991), M.A. and Ph.D. in Cognitive Psychology from University of Chicago (1994/1999) Previous roles: Postdoctoral research at SUNY-Stony Brook, Cognitive Aging at Georgia Tech Research trends from his 20+ years of publications include common ground , memory processes , figurative language , and age-related communication changes . His work increasingly incorporates computational text analysis and real-time digital communication studies. Awards : Fellow, Society for Text and Discourse Students : Supervised Ph.D. theses on conversational alignment, common ground activation, and digital communication. Undergraduate honors projects explore inhibitory deficits, speech internalization, and perspective-taking in bilingualism. Cognition and Communication Lab investigates language processing in spoken/written contexts using experimental methods and computational models.

• Psycholinguistics
• Discourse Pragmatics
• Perspective-Taking
• +7 more

Professor Heather Ferguson is a distinguished cognitive psychologist at the University of Kent's School of Psychology, where she has built an impressive academic career since her appointment as Lecturer in 2009. Promoted to Professor in 2018, she leads groundbreaking research examining the cognitive basis of social communication across the lifespan. Her work bridges cognitive psychology, neuroscience, and social cognition, with particular expertise in perspective-taking, theory of mind, and the interface between cognitive processes and social interaction. Her research primarily investigates how we access and represent other people's perspectives during communication, using methodologies including eye-tracking, EEG, and reaction time measurements. Key questions driving her work include: How do people understand and predict events based on others' mental states? What happens when these conflict with our own knowledge? How do social abilities relate to cognitive skills like memory and inhibitory control? How does aging affect social cognition? Her work has significant implications for understanding autism spectrum disorder, social development, and cognitive aging. Professor Ferguson's recent publications reveal a strong focus on perspective-taking across the lifespan, social cognition in autism, the cognitive effects of fiction reading, and the neural mechanisms underlying empathy. Her research demonstrates consistent methodological rigor through pre-registered studies and meta-analyses, with particular attention to developmental trajectories from adolescence through older adulthood. Psychonomic Society Early Career Award (2019) Open Science Framework Pre-registration Challenge award (2018) Cognitive Neuroscience Society Postdoctoral Fellow Award (2018) University of Kent Prize for Research (2016) Kent Union Teaching Award for 'Best Teacher' (2012) Professor Ferguson actively supervises multiple PhD students and has secured substantial research funding, including a €1.5 million ERC Starting Grant and multiple Leverhulme Trust grants. Her work with the Cognitive basis of Social Communication and Ageing (COGSOCOAGE) research group has produced influential findings on social cognition across the lifespan. She serves as Associate Editor for the Journal of Experimental Psychology: Learning, Memory & Cognition and on the editorial board of Cognition, while also mentoring early-career researchers through the Eastern Arc Mentoring Scheme.

• Cognitive Psychology
• Social Cognition
• Neuroscience
• +7 more

Hyowon Gweon is an Associate Professor in the Department of Psychology at Stanford University. As the leader of the Social Learning Lab, her research focuses on how humans learn from others and help others learn, employing interdisciplinary methods including developmental, computational, and neuroimaging approaches. She holds a PhD in Cognitive Science from MIT (2012) and joined Stanford in 2014 after a postdoc at MIT. Her research interests span computational approaches to social learning, developmental psychology, neuroimaging, and education. She has received notable awards such as the APS Janet Spence Award (2020), James S. McDonnell Scholar Award (2018), and Marr Prize (2010). Her work explores topics like counterfactual reasoning, social cognition in infants, and embodied AI benchmarks. Labs/Teams: Social Learning Lab Key Themes: Prosocial behavior, theory of mind, cognitive development, and human-AI interaction. Her recent articles investigate infant gaze behavior, temporal reasoning in children, and strategic communication in preschoolers. Grants and advising details are not explicitly listed in the provided text.

• Computational Approaches
• Developmental Approaches
• Education
• +6 more

Prof. Dr. Matthias A. Tietz is an Assistant Professor and leads the Competence Center for Entrepreneurship at the St.Gallen Institute of Management in Asia (SGI-HSG), part of the University of St.Gallen in Singapore. He holds affiliate positions at IE Business School (Madrid), INDEG ISCTE (Lisbon), and the Mediterranean School of Business (Tunis). His academic journey includes degrees from Ivey Business School (Ph.D. in Entrepreneurship), Universidad del Pacífico (Peru), and Nanyang Business School (MBA, Singapore). Research focuses on entrepreneurial decision making, corporate innovation in SMEs and MNCs, and business model copycats. He regularly presents at global conferences like the Babson College Entrepreneurship Research Conference and Academy of Management Annual Meetings. Prior to academia, he consulted for companies like DHL, Henkel, and Sulzer Engineering, focusing on HR and turnaround management. He teaches courses on business consulting, social entrepreneurship in Southeast Asia, and executive education programs globally. Awarded multiple Best Paper Awards (2012, 2014, 2020) and Best Lecturer Awards across IE University programs (2019-2020). Engaged in startups as an advisor and investor, emphasizing cultural diversity in entrepreneurial contexts. Active in pro bono projects, such as supporting rural entrepreneurs in Peru.

• Entrepreneurship
• SME Management
• Innovation
• +3 more

Hazel Rose Markus is the Davis-Brack Professor in the Behavioral Sciences at Stanford University's Department of Psychology within the School of Humanities and Sciences. With a distinguished career spanning decades, she has made significant contributions to cultural psychology and the understanding of how social contexts shape self and behavior. Her work bridges academic research and practical application through her role as Faculty Director of Stanford SPARQ. Markus received her B.A. from California State University at San Diego and her Ph.D. from the University of Michigan in Psychology. Her educational background laid the foundation for her groundbreaking work in cultural psychology. Her research focuses on the role of self in regulating behavior and how the social world shapes the self. She investigates people as culturally-shaped shapers of their cultures, examining how nation or region of origin, gender, social class, race, ethnicity, religion, and occupation shape thought, feeling, and action. Her work spans multiple domains including education, healthcare, workplace environments, and social policy. Analysis of her recent publications reveals a consistent focus on cultural frameworks, particularly examining independence-interdependence cultural models. Her research increasingly addresses social inequality, educational disparities, and systemic bias through empirical studies and intervention development. She has pioneered the Culture Cycle Framework for understanding and changing cultural patterns that perpetuate inequality. Member of the National Academy of Sciences Member of the British Academy Fellow of the American Academy of Arts and Sciences American Psychological Association's Distinguished Scientific Contribution Award Donald T. Campbell Award from SPSP APS William James Award for lifetime achievement Markus actively mentors doctoral students and postdoctoral scholars, with current advisees including Leslie Remache, Enna Chen, Ayo Dada, and Efrain Garcia Sanchez. She teaches courses including Graduate Seminar in Social Psychology Research, Intergroup Communication Facilitation, and Mind, Culture, and Society. As Faculty Director of Stanford SPARQ, she leads initiatives that partner with industry leaders to tackle disparities and inspire culture change in criminal justice, economic mobility, education, and health. Her laboratory work focuses on cultural psychology, examining how cultural contexts shape cognition, emotion, and behavior across diverse populations. Through SPARQ, she connects academic research with real-world applications to address societal challenges.

• Cultural Psychology
• Self and Identity
• Social Class and Culture
• +5 more

Suzanne Stevenson is a Professor in the Department of Computer Science at the University of Toronto, affiliated with the Cognitive Science Research Community (CoRC). She holds a BS in Computer Science and Linguistics from William & Mary and MS/PhD in Computer Science from the University of Maryland. Before joining UofT in 2000, she was faculty at Rutgers University with joint appointments in Computer Science and Cognitive Science. Her research focuses on computational cognitive models of language acquisition and processing, integrating insights from linguistics, psycholinguistics, and machine learning. Key areas include semantic/syntactic learning from text, probabilistic computational models of word learning, and cross-situational learning. Notable awards include the NSERC University Faculty Award (2000) and NSF CAREER Award (1997). Her work bridges computational linguistics and cognitive science, emphasizing multidisciplinary approaches. Recent publications (2014–2018) explore topics like probabilistic perspective models in language production, bilingual word associations, and semantic search algorithms. She advises on computational linguistics and cognitive modeling, with grants supporting investigations into language acquisition dynamics and semantic networks. Active in teaching, she previously offered courses on computational linguistics and the computational lexicon. Her lab’s research themes include child language acquisition, ambiguity resolution, and computational modeling of linguistic phenomena.

• Computational Linguistics
• Cognitive Science
• Semantic Analysis
• +3 more

Dr. Lisa Libby is a Professor of Social Psychology at The Ohio State University, affiliated with the Department of Psychology. Her research focuses on how subjective perceptions shape cognition, emotion, and behavior, with a particular emphasis on mental imagery and visual perspective. She explores how manipulating these processes can improve decision-making, emotional well-being, and social harmony. Libby holds a PhD from Cornell University (2003), an MA from Simmons College (1997), and a BA from Williams College (1996). Education: PhD in Psychology, Cornell University, 2003 MA in Psychology, Simmons College, 1997 BA in Psychology, Williams College, 1996 Her research investigates how visual perspective in mental imagery influences self-perception, memory, and goal pursuit. Key themes include the interplay between imagery, identity, and decision-making, with applications to personal and interpersonal contexts. Libby's work highlights how shifting perspectives (e.g., first- vs. third-person imagery) can alter emotional responses, reduce bias in self-assessment, and enhance adaptive behaviors. Her advising contributions include mentoring students like Valenti G. and Shaeffer E.M., who have co-authored influential studies on imagery perspective and memory. Libby's lab at Ohio State University continues to advance understanding of how subjective experiences are constructed and manipulated through psychological mechanisms. Her research spans cognitive and social psychology, addressing topics such as autobiographical memory, regulatory fit, and the psychological effects of motion on conflict resolution. She has contributed to major academic volumes, including The Oxford Handbook of Social Cognition and Advances in Experimental Social Psychology .

• Social Psychology
• Cognitive Psychology
• Decision-Making
• +5 more

Gillian Ku is a Professor of Organisational Behaviour at London Business School, where she chairs the Organisational Behaviour Faculty. She holds a BA from Harvard University and a PhD in Management and Organizations from the Kellogg School of Management at Northwestern University. Prior to her academic career, she worked as a financial analyst for Disney’s international video distribution division. Education: BA (Harvard), PhD (Northwestern) Her internationally recognized research spans negotiations, emotionally charged decision-making, and interpersonal relationships. Key areas include auction fever dynamics, perspective-taking in intergroup relations, gender disparities in negotiation contexts, and strategies for workplace diversity. Her work has been published in top-tier journals such as the Journal of Personality and Social Psychology and featured in media outlets including CNN and The New York Times Magazine . The six most recent Think articles highlight her expertise in negotiation tactics, Brexit-related strategic challenges, diversity inclusion, and gender roles in organizational behavior. These works emphasize practical applications for leadership, workplace adaptation, and ethical decision-making frameworks. She teaches negotiations and decision-making courses in London Business School’s full-time MBA and Executive Education programs, and has consulted for global organizations like Diageo, Roche, and Kuwait Petroleum Corporation.

• Negotiations
• Decision-Making
• Interpersonal Relationships
• +4 more

Dr. Susana Castro-Kemp is an Associate Professor in Psychology and Human Development at University College London's Institute of Education (IOE), where she serves as Director of the Centre for Inclusive Education (CIE) since September 2023. Previously, she was a Reader in Education at the University of Roehampton for eight years. Her work focuses on inclusive education policy and practice globally, with particular expertise in special educational needs and disabilities (SEND), early childhood intervention, and mental health in schools. The IOE has been ranked number one in the world for Education for several consecutive years, providing an ideal environment for her impactful research. Dr. Castro-Kemp holds a PhD in Psychology jointly awarded in 2012 by the University of Porto (Portugal) and the University of North Carolina at Chapel Hill (USA). Her doctoral research was fully funded by the Foundation for Science and Technology/European Commission and the Global Education and Development Studies scholarships. She is a Chartered Psychologist with the British Psychological Society, a Senior Fellow of Advance HE, and a Recognised Research Supervisor by the UK Council for Graduate Education. Dr. Castro-Kemp's research centers on policy regulating education, health, and welfare services for children, particularly those with support needs. She examines inclusive education practices from users' perspectives, policy models leading to effective inclusive pedagogy, and country-level policy impacts on outcomes for children with special educational needs. Her work moves away from diagnostic labels toward engagement and civic participation as educational outcomes. She also investigates inclusion and early intervention in low- and middle-income countries, mental health in schools, and quality of early childhood education. Her recent publications reveal several key trends in inclusive education research. There's growing emphasis on understanding educational experiences through the voices of children and families rather than diagnostic labels. Much of her work examines the implementation gap between inclusive education policy and classroom practice. She has conducted significant research on how children with special educational needs experienced the pandemic, revealing both challenges and unexpected "silver linings" for some groups. Her corpus analysis of Ofsted reports shows narrow focus in early childhood education inspections, while her work on SEND policy increasingly takes an international comparative approach. Dr. Castro-Kemp has received recognition for her impactful work, including: Best Digital Humanities Project for Community Engagement Prize (2023) from the National Institute of Humanities and Social Sciences of South Africa for her project "Optimising collaborations and reducing inequalities of Early Childhood Intervention in post-Covid-19 South Africa" Dr. Castro-Kemp has secured approximately £1.3 million in research funding from various sources including ESRC, British Academy/Leverhulme Trust, European Commission, and private sponsors. Her current major project is 'ScopeSEND' (2024-2026), funded by the Nuffield Foundation (£250,000), examining international SEND policies. She has led numerous projects including "Transdisciplinary provision for children with disabilities in the Global South" (£3,500), "Optimising collaborations in South Africa" (£47,200), and "Froebel meets Ofsted" (£19,185). As a supervisor, she mentors MA/MSc and PhD students in education policy, early childhood, and inclusive education, having been nominated for student choice awards for excellent feedback and outstanding research supervision. As Director of the UCL Centre for Inclusive Education since 2023, Dr. Castro-Kemp leads a team focused on advancing knowledge exchange and research in inclusion and special needs. The Centre works with schools, educators, parents, and early years settings to translate research into practice. Her international collaborations include work with the World Health Organization as a technical advisor on the use of the International Classification of Functioning, Disability and Health (ICF) system in educational contexts. She also serves on the SEN Policy Research Forum and has provided oral evidence to the House of Commons Education Select Committee.

• Inclusive Education
• Special Educational Needs and Disabilities
• Education Policy
• +7 more

Michael C. Frank is the Benjamin Scott Crocker Professor of Human Biology at Stanford University and Director of the Symbolic Systems Program. He leads the Stanford Language and Cognition Lab and has pioneered large-scale collaborative projects including Wordbank (open vocabulary data), MetaLab (developmental meta-analyses), ManyBabies (replication network), childes-db (language transcripts), and Peekbank (eye-tracking repository). His research examines children's language learning and its interaction with social cognition, utilizing computational modeling, large datasets, and open science frameworks. Key interests include: Mechanisms of early language acquisition Pragmatic inference in social contexts Cross-cultural variability in cognitive development Data-driven approaches to developmental science Reproducibility and meta-scientific innovation Recent publications (2022-2025) demonstrate strong emphases on: 1) Novel methods for measuring language environments and cognitive abilities, 2) Computational models of learning and perception, 3) Cross-cultural investigations of social cognition, and 4) Infrastructure for open developmental science. The majority employ multimodal data, meta-analytic techniques, and large-scale collaborations. He teaches courses including Experimental Methods, Developmental Psychology, and interdisciplinary seminars on language, cognition, and computation. His lab maintains active research teams across multiple continents through initiatives like ManyBabies and LEVANTE.

• Developmental Psychology
• Language Acquisition
• Cognitive Development
• +3 more