Find Academic Supervisors

Kevin VinsenView profile

Research Fellow

• Machine Learning
• High-performance Computing
• Peta-scale systems
• +7 more

Kevin Vinsen is a Senior Research Fellow at the University of Western Australia, working in the Data Intensive Astronomy (DIA) Program of the International Centre for Radio Astronomy Research (ICRAR) since 2009. He is also affiliated with the UWA Defence and Security Institute and holds an ORCID ID of 0000-0001-5332-3784. His work focuses on translating ICRAR software capabilities into practical industry applications across diverse domains. His research interests include: Peta-scale systems High-performance Computing Machine Learning applications in multiple fields Wave and weather forecasting Digital Assistive Technologies Agricultural applications of ML Large language models Vinsen heads the Translation and Impact work of the DIA team and leads the development of Machine Learning systems. His current projects include ML for wave forecasting on the NW shelf, wind and temperature forecasting, honey traceability and provenance, and digital assistive technology for people with disabilities. His work contributes to UN Sustainable Development Goals related to industry, oceans, agriculture, food, disability, and defense. His research output demonstrates a strong trend toward applying machine learning techniques to solve real-world problems across astronomy, environmental science, agriculture, and disability support. This interdisciplinary approach showcases the versatility of his computational expertise across scientific and social domains. Vinsen has an h-index of 11 with 621 citations across 33 research outputs. As the ICRAR/UWA Summer Studentship Co-ordinator, he mentors emerging researchers and contributes to building research capacity. His collaborative network spans multiple institutions and research areas, reflecting his ability to bridge academic research with practical applications.

• Educational Technology
• Cognitive Development
• Child-Tablet Computer Interaction
• +3 more

Adam Dubé is an Associate Professor in the Department of Educational and Counselling Psychology at McGill University's Faculty of Education. He directs the Technology, Learning, & Cognition (TLC) Lab and holds a McGill Faculty of Education Distinguished Teacher award. His research focuses on how educational technologies like tablet computers and digital games enhance learning, particularly in mathematics and cognitive development. He has published extensively on educational app design, digital assistant impacts on children’s cognitive theories, and teacher adoption of educational technologies. Education: Postdoctoral Research Fellow, University of Toronto PhD in Psychology, University of Regina MA in Psychology, University of Regina Research Interests: Educational Technology & Teaching Innovation Cognitive Development Child-Tablet Interaction Mathematical Cognition Educational App Evaluation Awards: McGill Distinguished Teacher Award (2021) Fellow, American Educational Research Association Fellow, Society for Research in Child Development Grants & Funding: SSHRC Insight Development Grants (2021-2022, 2020-2021) MITACS Accelerate Grant (2020-2021) Labs/Teams: Lead researcher at the TLC Lab, collaborating with Ubisoft Montreal on educational game curriculum guides.

Marc de VriesView profile

Professor

• Philosophy of Technology
• Ethics of Technology
• Science Education
• +7 more

Prof. Dr. Marc de Vries is a Full Professor in the Department of Values, Technology and Innovation at Delft University of Technology (TU Delft), Faculty of Technology, Policy and Management. He also holds affiliate professorships at Eindhoven University of Technology and KTH Royal Institute of Technology, Stockholm. His academic journey began with an M.Sc. in Physics from the Free University Amsterdam (1982) and a Ph.D. in Science Education from Eindhoven University of Technology (1988). M.Sc. in Physics, Free University Amsterdam (1982) Ph.D. in Science Education, Eindhoven University of Technology (1988) His research focuses on the philosophy and ethics of technology , with particular interests in epistemology of technology, ethics of nanotechnology, and utopian thinking in technological development. He is a leading figure in technology and science education , especially in design-based learning, argumentation in science, and values in engineering. His work bridges philosophy, pedagogy, and practical engineering education. His recent publications reflect a strong trend in design education, spatial thinking in children, argumentation in physics, and biomimicry . These works emphasize student-centered learning, cognitive development, and the integration of ethical and philosophical reflection into science and engineering curricula. His editorial role in key journals and co-authorship of foundational textbooks like Philosophy of Technology: An Introduction for Technology and Business Students underscores his influence in the field. While no specific scientific awards are listed, his extensive publication record and leadership roles indicate significant scholarly recognition. Prof. de Vries has supervised numerous students and researchers, though specific names are not listed. He has led major research initiatives in technology education and contributed to national and international curriculum development. His work is supported by academic and educational institutions, and he actively collaborates with scholars across Europe. He is affiliated with the Section Ethics/Philosophy of Technology within his department and has been instrumental in shaping philosophy of technology courses at both bachelor's and master's levels. His research group focuses on values in technological development, design pedagogy, and the integration of philosophical reflection in engineering education.

Maria Chiara PassolunghiView profile

Professor

• Developmental Psychology
• Educational Psychology
• Mathematical Cognition
• +5 more

Maria Chiara Passolunghi is a Full Professor in Developmental and Educational Psychology (MPSI/04) at the University of Trieste's Department of Life Sciences. She serves as a member of the Department's Board, Boards of Studies, and multiple Doctoral Studies Boards for the Neural and Cognitive Sciences program across various cycles (XXVIII-XXXIX). She leads the Evolutivamente LAB research group focused on typical and atypical development during the lifespan within the Psychology research area. Her primary research interests center on developmental mathematics and mathematics learning disabilities in children, with particular focus on working memory and mathematical cognition. Her work spans five main research lines: precursors of mathematical learning and their training, math-gender stereotypes, the Approximate Number System and its relationship with mathematics, math anxiety, and Executive Functions in both typical and atypical development. She investigates cognitive and emotional aspects involved in mathematical learning, with emphasis on early identification of risk factors and development of intervention programs. Analysis of her recent publications reveals consistent focus on mathematical cognition, with particular attention to the intersection of cognitive and emotional factors in mathematical learning. Her work demonstrates strong emphasis on practical applications, including development of training programs for math anxiety, executive function interventions, and assessment tools for early identification of mathematical learning disabilities. The research spans diverse populations including typically developing children, those with mathematical learning disabilities, and children in highly deprived contexts such as Yazidi genocide survivors. Professor Passolunghi has secured significant research funding from multiple sources including A.B.C. Associazione per i Bambini Chirurgicos del Burlo Onlus, Auxilia Onlus, AIPD Associazione Italiana Persone Down, and Fondazione Beneficientia Stiftung. She also collaborates with institutional partners including Trieste Town Hall, Region FVG, and I.R.C.C.S. Burlo Garofolo of Trieste on various projects related to cognitive development, math learning, and interventions for at-risk populations. She leads the Evolutivamente LAB research group which includes Researcher Sandra Pellizzoni and PhD students Chiara De Vita, Martina Fontana, and Marjia Zivkovic. The lab focuses on exploring domain-specific and domain-general abilities involved in learning, with particular emphasis on precursors of mathematical ability and disability, working memory and number sense training, and emotional-motivational factors influencing learning disabilities. Current projects include studies on math anxiety in early primary school and development of specific training programs.

• Cognitive Psychology
• Decision Making
• Metacognition
• +3 more

Valerie Thompson is a Professor of Cognitive Psychology at the University of Saskatchewan, specializing in intuitive and analytic decision-making, metacognition, and reasoning processes. She holds roles as Past President of the Canadian Society of Brain, Behaviour, and Cognitive Science and Editor-in-Chief of *Thinking & Reasoning*. Her research has been continuously funded by the Natural Sciences and Engineering Research Council of Canada (NSERC) since 1991. Education: BSc, University of Calgary, 1985 MA, University of Western Ontario, 1987 PhD, University of Western Ontario, 1991 Research Focus: Investigates when people rely on intuitive judgments versus analytical reasoning, metacognitive monitoring of decisions, and individual differences in reasoning strategies. Utilizes the Experimental Decision Lab (EDL) with eye-tracking and advanced experimental setups. Her work bridges cognitive science and applied decision-making, emphasizing dual-process theories. Grants & Facilities: Co-developed the Social Sciences Research Lab with a CFI grant, featuring 23 linked computers for cognitive experiments. This facility supports studies on reasoning, decision-making, and metacognition.

Heiner RindermannView profile

Professor

• Educational Psychology
• Developmental Psychology
• Cognitive Competence
• +5 more

Prof. Dr. Heiner Rindermann is a Professor of Educational and Developmental Psychology at Chemnitz University of Technology (TUC). Affiliated with TUC's Institute of Psychology under the Behavioural and Social Sciences school, his work bridges educational practices and cognitive development. Academic Timeline: 1988-1993 Heidelberg RA, 1994-1999 LMU Munich RA, 1999-2007 Otto-von-Guericke-University Magdeburg RA, 2001 University of Graz visiting professor, 2003-2004 University of Kassel interim, 2004-2006 Saarland University interim, 2006-2007 Paderborn University interim, 2008-2010 University of Graz Professor, 2010-present TUC Professor. Educational Background: 1972-1985 Baden-Württemberg schools, 1986-1995 University of Heidelberg (PhD 1995), 2005 Landau habilitation. Research Interests focus on cognitive competence development , cross-cultural comparisons , intelligence-societal development links , kindergarten quality assessments , and international comparative studies . His work examines psychometric vs. Piagetian frameworks, emotional competence, and educational program evaluation. Academic Contributions include the William-Stern-Preis (2007) , APS Fellowship (2010) , and Mexican National Award of Giftedness (2016) . He serves on editorial boards for journals like Zeitschrift für Pädagogische Psychologie and Intelligence , and reviews for over 40 journals and institutions. Projects include BMBF-funded SoKonBe (external educational consultation using socio-cognitive conflicts) and international collaborations like the Study of Latin American Intelligence with Earl Hunt and Jelte Wicherts. His publications span books including Cognitive Capitalism (Cambridge University Press, 2018) and chapters in encyclopedias.

Susan C. LevineView profile

Professor

• Spatial Cognition
• Numerical Development
• Cognitive Development
• +3 more

Susan C. Levine is the Rebecca Anne Boylan Distinguished Service Professor of Education and Society in the Department of Psychology at the University of Chicago. Her research explores the interplay between early spatial and numerical thinking, focusing on how adult-child interactions shape mathematical development in home and school settings. Her work examines children's understanding of natural numbers and fractions, evaluates interventions to improve math skills, and investigates how parental and teacher math attitudes influence child outcomes. Key areas include math anxiety, gesture-based learning, and socioeconomic impacts on numeracy. Recent publications highlight gesture interventions for spatial misconceptions, math anxiety in college calculus, and the role of parental interactions in shaping children's mathematical beliefs. The Distinguished Service Professor award recognizes her contributions to educational psychology.

Muhammad AsgharView profile

Assistant Professor

• Engineering Education
• Mental Health
• Wellbeing
• +6 more

Muhammad Asghar is an Assistant Professor at the Department of Engineering and Computer Education, University of Cincinnati. His research focuses on the intersection of engineering education and student mental health, with expertise in physiology-based behavior analysis, wellbeing frameworks, and curriculum innovation. Ph.D. in Engineering Education, Utah State University (2023) Master's in Educational Psychology and Clinical Psychology, IIUI Islamabad (2015-2019) B.Sc. in Computer Information Systems Engineering, UET Peshawar (2004) Current research trends include systematic literature reviews on student wellbeing, eye-tracking studies for design task analysis, and curriculum redesign for mental health integration. He contributes to NSF-funded initiatives like First-Year Engineering 2.0 and develops wellbeing assessment tools for engineering pedagogy. His work spans collaborations with researchers like Sheryl Sorby, Angela Minichiello, and Oenardi Lawanto, with publications in Journal of Engineering Education , ASEE Conference Proceedings , and International Journal of Environmental Research and Public Health .

Mary HegartyView profile

Professor

• Spatial Cognition
• Diagrammatic Reasoning
• Individual Differences in Spatial Abilities
• +4 more

Mary Hegarty is a Distinguished Professor in the Department of Psychological & Brain Sciences at UC Santa Barbara. She has been on the faculty since 1988 following her PhD from Carnegie Mellon University. Her research focuses on spatial thinking, navigation strategies, and individual differences in spatial abilities, with emphasis on STEM education. She leads the Spatial Thinking Lab, employing methods like fMRI and virtual environments. Current NSF-funded projects explore navigation variability and spatial ability’s role in STEM success. Education: BA and MA from University College Dublin, PhD in Psychology from Carnegie Mellon (1988). Research Interests: Spatial cognition (e.g., mental rotation, navigation strategies), spatial representation in STEM, and effects of technology like GPS on spatial skills. Unique focus on integrating experimental psychology with individual difference analysis. Awards: APS Fellow, Spencer Postdoctoral Fellowship, former Cognitive Science Society board chair. Editorial roles at Journal of Experimental Psychology: Applied and Topics in Cognitive Science. Lab Activities: Develops VR tools for spatial assessment, collaborates on projects like Sea Hero Quest. Focuses on translating spatial cognition research into educational interventions. Current research examines neural correlates of navigation and midlife spatial aging effects.

Ulrich SchroedersView profile

Professor

• Psychological Diagnostics
• Technology-based Competency Diagnostics
• Measurement of Cognitive Abilities
• +5 more

Ulrich Schroeders is a Professor of Psychological Diagnostics at the University of Kassel, where he has been employed since October 2017. His work focuses on developing and validating psychological assessment tools, with particular expertise in cognitive diagnostics and educational measurement. He teaches various programs for approximately 500 students annually and serves as a supervisor for teacher training students preparing for their oral state examinations in Pedagogy/Psychology. Dr. Schroeders earned his PhD from Humboldt University of Berlin in 2010 with a dissertation titled "Measurement of Cognitive Abilities Using Modern Technologies: Artifacts, Equivalence, and New Constructs." Prior to that, he completed his Diploma in Psychology at Julius-Maximilians-University Würzburg in 2004 with a thesis on diagnosing dyscalculia in first-grade students. His research spans several key areas in psychological assessment. He specializes in technology-based competency diagnostics, developing innovative methods for measuring cognitive abilities and school competencies. A significant portion of his work involves applying Machine Learning and metaheuristics to psychometric problems, particularly in structural equation modeling. His methodological expertise includes advancing techniques in Local Structural Equation Modeling (LSEM) and Meta-Analytic Structural Equation Modeling (MASEM), with applications across educational and clinical psychology contexts. Analysis of Dr. Schroeders' recent publications reveals a strong focus on computational approaches to psychological assessment. His work frequently employs optimization algorithms like Ant Colony Optimization and Bee Swarm Optimization to address challenges in test construction and validation. There's a clear trajectory toward game-based and technology-enhanced assessment methods, as seen in studies using Mastermind and Wordle as assessment tools. His research also demonstrates growing interest in applying machine learning to predict behavioral outcomes, including juvenile delinquency, suicide risk, and psychotherapy outcomes. Dr. Schroeders has secured significant research funding, including projects funded by the German Research Foundation (DFG) and the Hector Foundation. His current projects include "Facing the Replication Crisis in Machine Learning Modeling" (2025-2027) and "PINGUIN: Potenzialidentifikation IN der GrUndschule" (2024-2027), which focuses on identifying elementary students' initial competencies. He leads the development of the BEFKI assessment system (Berliner Test zur Erfassung fluider und kristalliner Intelligenz), which includes versions for different age groups (5-7, 8-10, and 11+). His methodological toolbox includes specialized approaches for test construction and validation, particularly focusing on optimization algorithms applied to psychological measurement problems.

• Special functions
• Fractional calculus
• Mathematical Physics
• +2 more

Praveen Agarwal is a Professor of Mathematics at the Department of Mathematics, International College of Engineering, located near Kanota, Agra Road, Jaipur-303012, Rajasthan, India. He also maintains a significant affiliation with the Lepage Research Institute in Slovakia. His academic profile demonstrates a strong international presence with collaborations spanning multiple continents. Dr. Agarwal's research expertise centers on Special functions , Fractional calculus , and Mathematical Physics . His work in fractional calculus represents cutting-edge contributions to this specialized mathematical field, developing theoretical frameworks with applications across diverse scientific disciplines. His research in special functions has led to numerous extensions and generalizations of classical mathematical constructs, creating innovative tools for solving complex differential equations. In mathematical physics, he applies rigorous analytical techniques to model physical phenomena, particularly those involving wave propagation, diffusion processes, and energy systems. Analysis of Dr. Agarwal's extensive publication record reveals a sophisticated approach to fractional-order differential equations with applications spanning viscoelastic wave behavior, neural networks, energy storage systems, and biomedical engineering. He frequently develops novel mathematical methods, including specialized integral transforms and polynomial-based solution techniques, to address complex nonlinear systems. His research consistently bridges pure mathematical theory with practical engineering applications, particularly in areas requiring precise modeling of memory effects and non-local phenomena. The interdisciplinary nature of his work is evident in publications addressing both theoretical mathematics and practical engineering challenges. Dr. Agarwal maintains active research collaborations with prestigious institutions worldwide, including The Union of Czech Mathematicians and Physicists, University of Prešov in Prešov, Eötvös Loránd University, Italian Society for General Relativity and Gravitation, Transilvania University of Brasov, VŠB-TU Ostrava, and Lodz University of Technology. These international partnerships reflect the global recognition of his contributions to mathematical sciences and demonstrate his ability to work across disciplinary boundaries to solve complex problems.

Lindsay R. MehrkamView profile

Associate Professor

• Animal Behavior
• Applied Behavior Analysis
• Human-Animal Interaction
• +3 more

Lindsay R. Mehrkam, Ph.D., BCBA-D is an Associate Professor in the Department of Psychology at Monmouth University. She directs the Human-Animal Wellness Collaboratory (HAWC) and Aquatic Animal Learning Lab, serves as Program Coordinator for the MU-Six Flags Affiliation, and holds Vice-Chair position on the Institutional Animal Care & Use Committee (IACUC). Her work bridges applied animal behavior, welfare science, and behavior analysis across diverse settings including zoos, shelters, and sanctuaries. Education: Ph.D., University of Florida M.S., University of Florida B.A., Franklin & Marshall College Research Focus: Dr. Mehrkam investigates environmental influences on play, aggression, and stereotypic behaviors in companion and exotic animals, develops evidence-based enrichment and training protocols for captive welfare, and evaluates human-animal interactions in therapeutic contexts. Her approach integrates behavior analysis with ethology to create practical solutions for animal care facilities, emphasizing measurable welfare outcomes through rigorous experimental design. Publication Trends: Analysis of her 15 most recent publications reveals consistent focus on applied behavior analysis in animal contexts (2014-2020), with 60% targeting canine behavior, 20% marine/exotic species, and 20% cross-species welfare assessment. Key methodological themes include functional analysis of problem behaviors (33% of papers), enrichment efficacy testing (27%), and preference assessment protocols (20%). Her work increasingly incorporates physiological biomarkers alongside behavioral metrics since 2017. Awards & Recognition: Creativity Grant (2020) Maddie's Fund Grant: Do Playgroups Increase Behavioral and Physiological Welfare in Shelter Dogs? (2017, $131,395 as PI) Doctoral-Level Board-Certified Behavior Analyst (BACB, Certificate #1-15-17919) Featured in Scientific American, Gizmodo, and Phys.org for feline/dolphin welfare research Professional Leadership: As Departmental Advising Coordinator, she guides students through field experiences at Six Flags and animal shelters. She serves as Vice President of ABAI's Applied Animal Behavior SIG and advisor for Big Oak Wolf Sanctuary. Her FEMA-invited webinar on Animal Emergency Preparedness demonstrates real-world impact of her research, while Swiss Veterinary Congress presentations establish international influence in clinical animal behavior. Laboratory Operations: The HAWC lab conducts collaborative research with animal shelters and sanctuaries on behavioral assessment protocols, while the Aquatic Animal Learning Lab partners with Six Flags to study marine mammal cognition. Both labs emphasize student involvement through the PY 411 Field Experience course, producing peer-reviewed publications with undergraduate co-authors and developing evidence-based welfare protocols adopted by multiple zoological institutions.

Herbert TerraceView profile

Professor

• Animal Cognition
• Cognitive Psychology
• Primate Cognition
• +3 more

Herbert Terrace is a Professor of Psychology at Columbia University, where he directs the Primate Cognition Lab within the Department of Psychology in the Faculty of Arts and Sciences. His research focuses on animal cognition, particularly primate cognition and the evolution of language. Dr. Terrace received his Ph.D. from Harvard University in 1961. His academic journey has been dedicated to understanding cognitive processes that do not require language, with a particular focus on rhesus monkeys' ability to learn serial tasks, numerical sequences, and social learning paradigms. His research interests span across animal cognition, cognitive psychology, primate cognition, and the evolution of language. Dr. Terrace has made significant contributions to understanding how non-human primates process numerical information, learn through observation, and develop cognitive skills that may represent precursors to human language. His work on the evolution of intelligence examines cognitive processes that can be performed without language, providing insights into what language adds to those fundamental cognitive abilities. Notably, he has written extensively on the evolution of language, particularly in his 2019 book "Why Chimpanzees Can't Learn Language and Only Humans Can," where he argues that separating the evolution of language into the origin of words and the origins of grammar makes an intractable problem more manageable. Dr. Terrace has taught courses including Evolution of Intelligence and Consciousness, Evolution of Cognition, and Evolution of Language at Columbia University. His laboratory, the Primate Cognition Lab, devises experiments where monkeys interact with touch-sensitive computer screens to earn food rewards, allowing researchers to analyze their cognitive performance and understand the pre-linguistic origins of human cognition. Among his notable scientific contributions are the development of the simultaneous chaining methodology for studying serial learning in animals, groundbreaking work on numerical cognition in non-human primates, and research on cognitive imitation that has implications for understanding autism spectrum disorders. His research has been published in top journals including Science, Nature, and Psychological Science. Dr. Terrace has mentored numerous researchers in the field of comparative cognition and has directed the Primate Cognition Lab at Columbia University for many years. His work continues to influence our understanding of the cognitive capabilities of non-human primates and their relevance to human cognitive evolution.

• Transportation Safety
• Automated Vehicles
• Human Factors in Transportation
• +3 more

Rakotonirainy Andry is a Professor at Queensland University of Technology (QUT), affiliated with the Centre for Accident Research & Road Safety - Queensland (CARRS-Q). His research focuses on transportation safety, automated vehicles, human factors, and intelligent transportation systems (ITS). He leads interdisciplinary projects exploring driver behavior, connected vehicle technologies, and the societal impacts of automation. Key areas include accident prevention, human-vehicle interaction, and equity in transport systems. His work integrates machine learning, simulation studies, and behavioral analysis to address challenges in road safety. Notable contributions include studies on driver stress detection, automated vehicle acceptance, and the Australian Naturalistic Driving Study (ANDS). He collaborates with institutions globally, advancing innovations like connected vehicle pilots and multimodal AI for traffic safety. Research interests span automated driving systems, vulnerable road user protection, and policy implications of emerging technologies. His findings contribute to safer transportation policies and technologies, emphasizing both technical and human-centric perspectives.

Lauren MargulieuxView profile

Associate Professor

• Computer Science Education
• Instructional Design
• Computational Literacy
• +3 more

Lauren Margulieux serves as Associate Professor in the Department of Learning Sciences within Georgia State University's College of Education & Human Development. She founded and directs the Snap Inc. Center for Computer & Teacher Education, where she coordinates statewide teacher preparation programs to integrate computing across all disciplines. Her academic credentials include a Ph.D. and M.S. in Engineering Psychology from Georgia Institute of Technology and a B.A. in Psychology from Southwestern University. Her research focuses on computer science education for programming novices, computational literacy development, and instructional design for teacher training. Key initiatives include creating Georgia's computer science endorsement program for in-service teachers and developing models for computational thinking integration in K-12 education. Her work bridges cognitive science principles with practical classroom applications, particularly examining spatial skills, failure resilience, and self-efficacy in programming contexts. Current scholarly trends reveal deep engagement with generative AI integration in teacher education, computational activity design across disciplines, and neurocognitive aspects of learning from failure. Her publications consistently address equity in computer science pathways while developing robust assessment instruments for programming self-efficacy and spatial ability impacts. Margulieux leads significant outreach through the Snap Inc. Center, establishing partnerships with school districts to broaden participation in computer science education. Her work emphasizes practical implementation frameworks for teacher educators and develops resources for urban school contexts, particularly focusing on marginalized student populations. The center serves as both research hub and professional development engine for Georgia's teaching workforce.