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Wes BonifayView profile

Associate Professor

• Psychometrics
• Item Response Theory
• Measurement
• +2 more

Wes Bonifay is an Associate Professor in the Educational, School & Counseling Psychology department at the University of Missouri's College of Education & Human Development. His research focuses on psychometrics, measurement theory, and statistical modeling in educational contexts. Research areas include: Item Response Theory methodologies Bayesian statistical approaches Psychometric model evaluation Measurement precision in assessments Meta-analytic techniques for educational research His recent publications examine innovative approaches to psychometric modeling, including Bayesian applications, parsimonious model development, and methodological critiques. Research spans educational measurement, clinical assessment, and methodological innovation in psychological research.

Frank SieblerView profile

Associate Professor

• Social Psychology
• Work Psychology
• Implicit and Explicit Attitudes
• +4 more

Frank Siebler is an Associate Professor in the Department of Psychology at UiT The Arctic University of Norway , with research expertise in social and work psychology . His work explores implicit and explicit attitudes , intergroup relations , and prejudice reduction , often utilizing psychometric instruments like the Implicit Association Test . Key Research Areas: Implicit cognition, attitude change, intergroup bias, health psychology, social norms, and occupational safety. Teaching: Course leader for PSY-3005 Attitudes (Master’s program) and supervisor for bachelor’s, master’s, and PhD theses. Publications: Recent work examines attitudes toward prostitution (2024), obesity bias in nursing (2018, 2019), rape myth acceptance (2009, 2010), and implicit-explicit attitude discrepancies across diverse contexts.

Jana JungjohannView profile

Assistant Professor

• Pedagogical Diagnostics
• Digital Learning Progress Diagnostics
• Inclusive Education
• +3 more

Dr. Jana Jungjohann is an Assistant Professor for Digital Support and Inclusive Education at TU Dortmund University's Department of Rehabilitation Sciences. She earned her PhD in 2020 from TU Dortmund University with a dissertation on theory-based learning progression diagnostics for basal reading competencies in inclusive elementary schools, complementing her Master of Education in Special Education (2015) and Bachelor of Arts in Rehabilitation Science (2013) from the same institution. Her research specializes in developing and evaluating web-based diagnostic tools for inclusive education, focusing on areas such as digital learning progress monitoring, reading competency assessment, and teacher training in diagnostics. She investigates school performance dynamics for students with and without special educational needs, emphasizing prevention strategies and intervention methodologies in inclusive settings. Dr. Jungjohann's recent publications demonstrate a strong focus on adaptive testing methodologies, teacher competency assessments, and digital screening tools for phonological awareness and reading fluency. Her work consistently bridges diagnostic theory with practical classroom applications, particularly through platforms like Levumi for learning progress monitoring.

• Child Development
• Positive Youth Development
• Moral Education
• +3 more

Roya Abbasi-Asl is a Research Assistant Professor in the Eliot-Pearson Department of Child Study & Human Development at Tufts University, affiliated with the School of Arts and Sciences. She is based at 26 Winthrop Street, Medford, MA. Her work focuses on character development, positive youth development, and social-emotional learning (SEL), with a particular emphasis on cross-cultural contexts such as Uganda, South Africa, Rwanda, and El Salvador. She contributes to the Institute for Applied Research in Youth Development, addressing systemic and individual pathways to enhancing youth outcomes. Her research integrates idiographic and nomothetic approaches to assess individual and group-level developmental processes, emphasizing culturally sensitive methodologies. She has published on measurement models for character strengths, well-being interrelations, and the application of theoretical frameworks like the orthogenetic principle. Her work bridges developmental psychology, moral education, and applied research to inform policies and interventions. Notable collaborations include cross-national studies on youth perceptions of care and longitudinal analyses of positive development trajectories. While her profile does not explicitly list awards or grants, her extensive publications reflect sustained contributions to understanding youth development through both quantitative and theoretical lenses.

Natalya Pya ArnqvistView profile

Associate Professor

• Statistical Regression Modelling
• Functional Data Analysis
• Shape Preserving Smoothing
• +7 more

Natalya Pya Arnqvist is an Associate Professor in Mathematical Statistics at Umeå University, Sweden. She is affiliated with the Department of Mathematics and Mathematical Statistics and has active roles in research groups focused on Functional Data Analysis, Semiparametric Regression, and Statistical Learning for Spatio-Temporal Data. Her career includes prior positions at Nazarbayev University (2015-2020), University of Bath (2011-2015), and KIMEP University (2000-2005). Education : PhD in Statistics (University of Bath, UK, 2007-2010), CSc in Physical and Mathematical Sciences (Institute for Mathematics, Kazakhstan, 2000-2005). Her research centers on statistical regression modelling and functional data analysis , with significant contributions to shape constrained additive models (SCAMs) and model-based functional clustering . She has developed R packages such as scam , fdaMocca , and nilde for these methodologies. Recent publications highlight applications in applied demography , defect detection , and nonlinear state space modeling , reflecting her focus on bridging statistical theory with industrial and ecological challenges. She teaches undergraduate and graduate courses in probability, regression, and statistical learning.

Paul T. CirinoView profile

Professor

• Developmental Neuropsychology
• Learning Disabilities
• Math and Reading Disabilities
• +3 more

Paul T. Cirino serves as Professor of Psychology at the University of Houston's College of Liberal Arts and Social Sciences, directing the Developmental Neuropsychology Lab while maintaining key affiliations with the Texas Center for Learning Disabilities and Texas Institute for Measurement, Evaluation and Statistics. His academic credentials include a Ph.D. earned from the University of Houston. Research interests span developmental neuropsychology with concentration on math and reading learning disabilities, attention mechanisms, executive function, and educational measurement methodologies. Analysis of Dr. Cirino's prolific publication record (40+ articles since 2022) reveals persistent investigation into cognitive architecture underlying academic achievement, particularly the interplay between domain-general abilities and specific learning challenges. His work increasingly incorporates neuroimaging techniques while maintaining focus on practical assessment tools and intervention strategies for diverse learner populations including English language learners and students with neurodevelopmental conditions. Dr. Cirino actively mentors graduate students through his Developmental Neuropsychology Lab, with current lab members including E.A. Kapoulea, A.E. Farrell, and C. Salentine contributing to publications. He is presently reviewing applications for the 2025-2026 academic year while teaching graduate courses in clinical assessment (PSYC 6356/6357/7338) and undergraduate statistics (PSYC 3301).

Michael W. WilliamsView profile

Assistant Professor

• Clinical Neuropsychology
• Rehabilitation Neuropsychology
• Traumatic Brain Injury
• +4 more

Dr. Michael W. Williams is an Assistant Professor in the Department of Psychology at the University of Houston, affiliated with the College of Liberal Arts and Social Sciences. He directs the Measurement and Intervention for Neuropsychological Disorders (MIND) Laboratory. His academic credentials include a B.S. from Morehouse College, M.A. and Ph.D. from Wayne State University, and clinical training at the University of Washington and Johns Hopkins University. Education: B.S. in Psychology (Morehouse College), Ph.D. in Clinical Neuropsychology (Wayne State University) Professional Activities: Member of Houston Neuropsychological Society, APA Division 22, and editorial roles at Clinical Psychological Science and JINS. Research focuses on optimizing medical rehabilitation outcomes following brain injury, with emphasis on neuropsychological correlates of functional recovery (e.g., cognition, mood, pain). Key interests include identifying intervention targets to enhance independence and return-to-work outcomes. Publications highlight topics such as pain anxiety in brain injury rehabilitation, cognitive clustering patterns and employment, and validation of depression screening tools post-stroke. Recent work addresses opioid misuse in chronic pain patients and long-term TBI cohort follow-up challenges. Key Awards: Center for Large Data Research Travel Award (2019) Teaching: PSYC 4397 (Undergraduate Physical Medicine & Rehabilitation), PSYC 6357 (Graduate Clinical Assessment II) Current research initiatives explore disparities in pain treatment among TBI patients and prognostication of severe TBI outcomes through interdisciplinary collaboration.

• Structural Equation Modeling
• Social Psychology
• Research Methodology
• +1 more

Leslie Hayduk is a Professor in the Sociology Department within the Faculty of Arts at the University of Alberta. His research spans Structural Equation Modeling, Social Psychology, Research Methodology, and Social Statistics. His publications focus on refining measurement techniques, healthcare systems, and psychological assessments, employing advanced statistical models. Recent articles emphasize validity testing, organizational contexts in healthcare, and trauma recovery. Hayduk's work demonstrates consistent methodological innovation, particularly in psychometrics and structural equation modeling. He frequently addresses healthcare applications, including long-term care and mental health assessment.

• Bilingual School Psychology
• Cognitive Assessment
• Learning Disabilities Identification
• +3 more

Marlene Sotelo-Dynega is an Associate Professor and Graduate Director for School Psychology at St. John's University within the St. John's College of Liberal Arts and Sciences. She holds a Doctor of Psychology (2007) from St. John’s University, a Master of Arts (2001) and Bachelor of Science (1998) from Iona College. Her research focuses on bilingual school psychology, cognitive assessment, learning disabilities identification, and school neuropsychology. She has presented nationally and internationally, including at NASP conventions and Hanoi University of Education in Vietnam. Her teaching responsibilities include courses like Psychoeducational Assessment for Intervention, Assessment of Learning Disabilities, and School Psychology Internship Seminars. She has contributed to prominent publications such as the National Association of School Psychologists' Helping Children at Home and at School III and Essentials of Specific Learning Disability Identification . Her work emphasizes culturally responsive assessment practices for bilingual students and the impact of language proficiency on cognitive testing. She has conducted training programs for school psychologists in Vietnam and regularly presents on topics like RTI implementation and non-discriminatory assessment practices.

• Second language literacy
• Immigrant education
• Bilingual vocabulary
• +2 more

Dr. Lee Gunderson is Professor of Language and Literacy Education at the University of British Columbia, recognized for his research on second language literacy development and assessment. His work focuses on linguistic diversity in educational contexts and equity in literacy instruction. Awards: Education Advocate Award Reading Hall of Fame Inductee BC TEAL Lifetime Contributors Award Research Focus: His investigations examine: Literacy acquisition pathways for multilingual learners Cultural influences on educational assessment Vocabulary development in bilingual contexts Equitable pedagogical approaches Standardized testing limitations His publications address linguistic diversity challenges, advocating for culturally responsive teaching methods and equitable assessment practices.

Chloe Fawns-RitchieView profile

Lecturer

• Cognitive Function and Health
• Chronic Pain
• Opioid Prescribing
• +4 more

Chloe Fawns-Ritchie is a Lecturer in Psychology at the University of Edinburgh's School of Philosophy, Psychology and Language Sciences. She holds a PhD in Psychology from the University of Edinburgh (2019). Her research focuses on bidirectional relationships between cognitive function and health, particularly chronic pain, opioid prescribing, and cognitive aging. She previously worked as a psychometric testing officer at the Centre for Cognitive Ageing and Cognitive Epidemiology, a postdoctoral researcher on the Generation Scotland study, and a Psychology lecturer at the University of Dundee. Education: PhD in Psychology (University of Edinburgh, 2019) Key Roles: Course organiser for Applied Psychometrics, contributor to Psychological Research Skills Her research interests include functional consequences of cognitive decline, such as financial management in later life, and the role of health literacy in disease outcomes. She has published extensively on topics like epigenetic biomarkers for disease prediction, mental health during the pandemic, and cognitive correlates of opioid use. Her work integrates epidemiological methods with cognitive science to address public health challenges. She has contributed to large-scale studies like Generation Scotland and the COVID-19 Host Genetics Initiative, analyzing genetic and environmental factors influencing health outcomes.

Simon CoxView profile

Professor

• Brain and Cognitive Ageing
• Neuroimaging
• Lifecourse Correlates of Brain Structure
• +3 more

Professor Simon Cox is a leading academic in brain and cognitive ageing at the University of Edinburgh's School of Philosophy, Psychology and Language Sciences. As a Sir Henry Dale Fellow and Director of the Lothian Birth Cohort Studies, he investigates lifecourse determinants of brain structure and cognitive differences using multi-cohort neuroimaging and genomic data. Principal Investigator on Age UK, BBSRC, ESRC, and NIH-funded projects Research focuses on neurodevelopment, epigenetics, and environmental influences on ageing Research Interests span: Brain-cognition relationships across the lifespan Multi-omics approaches to neurodegeneration Environmental and genetic mediators of cognitive decline Neuroimaging methodology development Frailty and multimorbidity in ageing populations Life-course epidemiology of brain health Selected Publications (2023-2025) reveal trends in: Epigenetic biomarkers of brain ageing Genomic structural equation modeling Environmental impacts (air pollution, socioeconomic status) Neuroinflammation and mental health Connectomic analysis of depression Vascular risk and brain structure Scientific Awards : Sir Henry Dale Fellowship National Institute on Aging R01 funding NIH RF1 grant for Alzheimer's research PhD Supervision includes projects on: PRENCOG cohort (preterm birth effects) Wellcome-funded mental health data science Translational neuroscience (15+ students)

• Cognitive Neuroscience
• Neurodegenerative Disorders
• Memory Systems
• +3 more

Professor Muireann Irish is an ARC Future Fellow and Professor of Cognitive Neuroscience at the University of Sydney's School of Psychology within the Brain & Mind Centre. Her research program focuses on cognitive neuroscience approaches to neurodegenerative disorders, with particular emphasis on frontotemporal dementia and Alzheimer's disease. She leads investigations into memory systems, social cognition, and motivational impairments across the dementia spectrum. Her research examines neural substrates of cognitive functions using multimodal neuroimaging approaches, with core interests in autobiographical memory, future thinking, and the breakdown of semantic knowledge in dementia syndromes. Current work explores how disruptions in large-scale brain networks contribute to cognitive and behavioral changes in neurodegenerative conditions. Analysis of Professor Irish's recent publications reveals consistent themes in dementia research: innovations in cognitive assessment tools, longitudinal characterization of disease trajectories, neural correlates of memory impairment, and cross-cultural investigations of dementia phenotypes. Her work integrates neuropsychological testing with advanced neuroimaging to identify early biomarkers of neurodegeneration. Professor Irish has received significant recognition including: ARC Future Fellowship Fellow of the Royal Society of New South Wales (FRSN) She currently supervises doctoral candidates and leads NHMRC-funded projects on early FTD diagnosis. Her laboratory at the Brain & Mind Centre collaborates internationally to translate basic neuroscience findings into clinical applications for dementia diagnosis and management.

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

Professor Sabina Kleitman is a renowned academic in the School of Psychology at the University of Sydney, affiliated with the Faculty of Science. Her research focuses on metacognition, decision-making processes, and their applications in education, public health, and cognitive psychology. She leads the CODES Lab and contributes to initiatives like the Fighting Truth Decay project through the Charles Perkins Centre. Her international engagements include presenting at Yale University, Haifa University, and other institutions, with expertise cited in media outlets such as The Psychologist and Woman’s Health magazines. Kleitman has received core funding grants for studies on psychological resilience during pandemics and decision-making under pressure. Research interests span metacognitive confidence calibration, personality traits influencing behavior, and resilience in academic contexts. Notable projects include analyzing pandemic-related decision-making trends and developing simulation-based assessments for psychological resilience. Her publications emphasize empirical studies on cognitive performance under sleep deprivation, team performance dynamics, and the impact of employment on student outcomes. She collaborates across disciplines, integrating neuroscience, educational technology, and public health perspectives.

Oscar L. Olvera AstiviaView profile

Assistant Professor

• Psychometrics
• Educational Measurement
• Quantitative Methodology
• +4 more

Oscar L. Olvera Astivia is an Assistant Professor in the Department of Measurement and Statistics at the University of Washington's College of Education . He also holds an affiliation with the Center for Statistics and the Social Sciences . His research focuses on advancing quantitative methodologies in psychometrics and educational measurement through theoretical and mathematical approaches. Research Interests: Monte Carlo simulations and their methodological implications in social sciences. Statistical heuristics and their underlying assumptions. Non-Gaussian data analysis and distribution theory. Meta-science and research methodology critique. Education: Ph.D. in Measurement, Evaluation & Research Methodology, University of British Columbia (2017) M.A. in Measurement, Evaluation & Research Methodology, University of British Columbia (2013) B.A. in Mathematics, University of the Fraser Valley Publications: Over 20 peer-reviewed articles, including work on multivariate outliers, simulation algorithms, and psychometric evaluation. Recent trends emphasize methodological rigor and reproducibility in quantitative research. Awards: None explicitly listed. Grants/Advising: Focus on statistical software development (e.g., a shiny app for power analysis) and mentorship in quantitative methods. Active in promoting open science practices. Labs/Teams: Collaborates with interdisciplinary groups on statistical methodology and applications in education and healthcare.