Find Academic Supervisors

• Music Theory
• Music Cognition
• Popular Music Analysis
• +5 more

David Temperley is a Professor of Music Theory at the Eastman School of Music (University of Rochester), where he has been teaching since 2000, progressing from Assistant Professor to Associate Professor and finally to Professor in 2015. His academic career also includes visiting positions at the University of Pennsylvania, Ohio State University, Columbia University, and New York University. He holds a Ph.D. in Music Theory from Columbia University (1996), an M.A. in Composition from Columbia University (1992), and a B.A. in History from Swarthmore College (1985). Dr. Temperley's research spans multiple areas at the intersection of music theory, cognition, and computational modeling. His work focuses on: Music cognition and perception Computational models of musical structure Analysis of popular music, particularly rock Relationships between music and language Rhythm and meter in various musical traditions Corpus-based approaches to music analysis His research demonstrates a consistent interest in applying quantitative and computational methods to understand musical structures and processes. He has pioneered corpus studies in music theory, examining large collections of musical works to identify patterns and principles that might not be evident from individual case studies. His work often bridges theoretical music analysis with empirical cognitive science approaches. Dr. Temperley has received several prestigious awards including the Society for Music Theory Emerging Scholar Award (2003), the University of Rochester Bridging Fellowship (2009), and the University of Rochester Provost's Multidisciplinary Award (2012). These awards recognize his innovative interdisciplinary approach that connects music theory with cognitive science and computational modeling. As an educator, Dr. Temperley has taught a wide range of courses in music theory, analysis, counterpoint, and music cognition at both graduate and undergraduate levels. His teaching reflects his research interests, emphasizing both traditional theoretical approaches and contemporary empirical methods. He has supervised numerous graduate students in their research, particularly in areas combining music theory with cognitive science. Dr. Temperley is also an active composer with numerous performances of his works, including chamber music for various instrument combinations and piano compositions. His compositional work informs his theoretical research and vice versa, creating a productive dialogue between creative practice and scholarly inquiry.

Meghann PeaceView profile

Associate Professor

• Heritage Language Learning
• Spanish Dialect Contact
• Spanglish
• +3 more

Meghann Peace, Ph.D., is an Associate Professor of Spanish in the Department of Languages at St. Mary’s University. She specializes in heritage language acquisition, Spanish dialects, and Spanglish. Research examines identity negotiation among Mexican-American students, dialect contact in study abroad, and critical pedagogy. Articles focus on sociolinguistic justice and community-based language reclamation. She developed the innovative course 'Spanish for Immigration, Human Rights and Community Engagement' and is a frequent media commentator on Spanglish.

Debra TitoneView profile

Professor

• Cognitive Neuroscience
• Bilingualism
• Language Processing
• +3 more

Debra Titone is a Professor and Canada Research Chair in Language & Multilingualism (Tier I) at McGill University's Department of Psychology, Faculty of Science. Her research focuses on bilingualism, cognitive neuroscience, and behavioral neuroscience, examining how bilingual experiences influence language processing, cognitive control, and brain function across lifespan. She employs methodologies like eye-tracking, neuroimaging, and social network analysis to address questions about language ambiguity, executive function, and sociolinguistic factors affecting language use. Her research interests span figurative language comprehension, neurodevelopmental and neuropsychological conditions (e.g., schizophrenia, dyslexia), and the impact of multilingual environments on cognition. She leads the McGill Language and Multilingualism Laboratory, fostering interdisciplinary approaches to understanding language in diverse contexts. Key findings include the role of bilingualism in modifying brain connectivity and cognitive resilience. Scientific Awards: Canada Research Chair in Language & Multilingualism (Tier I) Advising & Grants: Guided graduate and undergraduate trainees in experimental studies, including Palma, Gullifer, and Tiv. Focuses on grants related to bilingual cognition, aging, and clinical applications. Labs/Teams: McGill Language and Multilingualism Laboratory.

Martin CorleyView profile

Professor

• Speech Production
• Language Comprehension
• Psycholinguistics
• +3 more

Martin Corley is a Professor of Speech, Language, and Cognition and Head of Psychology at the University of Edinburgh's School of Philosophy, Psychology and Language Sciences. He holds a full-time academic position and has been affiliated with the University of Edinburgh since 1995, after completing his PhD at the University of Exeter. His research focuses on speech production and comprehension, particularly the role of disfluencies (e.g., 'um,' 'er,' silent pauses) in communication, employing methods like eye-tracking, EEG, and ultrasound imaging. Corley teaches courses such as the MSc in Univariate Statistics and Methodology using R. He currently supervises PhD students Wei Li (Lead), Esperanza Badaya (Lead), and Nora Wolf (Secondary). His work has led to over 50 publications, including studies on scalar quantifier interpretation, deception detection, and the cognitive processing of non-literal language. He is actively involved in academic recruitment, recently advertising a teaching-focused Lecturer position in Psychology. Corley’s research interests span psycholinguistics, cognitive science, and neurolinguistics, with a focus on real-time language processing and social reasoning. He collaborates internationally and maintains a Google Scholar profile and personal website (martincorley.org). His Erdős number is 4, indicating academic collaboration proximity to Paul Erdős.

David PoeppelView profile

Professor

• Auditory Cognition
• Speech Perception
• Neuroscience
• +3 more

David Poeppel is a Professor of Psychology and Neural Science at New York University (NYU), affiliated with the College of Arts and Science. He holds a PhD and BS from MIT, with postdoctoral training at UCSF. His research focuses on auditory cognition, speech perception, and the neural basis of language, employing techniques like MEG, EEG, and fMRI. Key interests include the temporal dynamics of speech processing, neurophysiological mechanisms of lexical access, and multisensory integration in language. Education: PhD (1995) and BS (1990) in Psychology/Cognitive Science from MIT. Positions include Professorships at NYU (2009–present) and University of Maryland (1998–2009). Awards include a 2004 American Academy Fellowship and a 2003–2004 Berlin Wissenschaftskolleg Fellowship. Research trends emphasize neural entrainment to speech structures, auditory-motor coupling, and the interplay between perception and production. Recent work explores how temporal rhythms shape auditory processing and how brain rhythms predict speech tracking variability. The Poeppel Lab also investigates musical perception and the neural underpinnings of vocal emotion. Publications span over 200 peer-reviewed articles, with recent contributions on spectrotemporal modulation, neural chunking in language, and the role of amplitude modulation in distinguishing speech from music. His work bridges cognitive science, neuroscience, and clinical applications, such as stuttering mechanisms and speech rehabilitation.

Michael KaschakView profile

Professor

• Language Processing
• Psycholinguistics
• Cognitive Psychology
• +1 more

Michael Kaschak is Professor of Psychology at Florida State University, studying language production and comprehension processes. His research examines how social, cognitive, and perceptual factors influence language choices, and how action planning systems interact with linguistic comprehension. Dr. Kaschak leads the Language and Cognitive Processes Laboratory, investigating embodied cognition through experimental paradigms. His research focuses on structural priming effects, action-sentence compatibility, dialogue alignment, and embodied language processing. Recent publications explore hysteresis in spatial language, reproducibility in embodiment research, and structural persistence in conversations. Work consistently integrates psycholinguistic experimentation with theoretical modeling. Dr. Kaschak has contributed methodological advances for studying language embodiment and maintains collaborations through multi-lab replication initiatives. His research received funding from National Science Foundation and National Institutes of Health.

Irina ShportView profile

Associate Professor

• Phonetics
• Phonology
• Speech Perception
• +4 more

Irina Shport is an Associate Professor in the Department of English at Louisiana State University, affiliated with the College of Humanities & Social Sciences. She holds a Ph.D. from the University of Oregon and directs research on phonetic variation and language acquisition. Her work integrates sociolinguistics, phonology, and cognitive science approaches. Dr. Shport's research examines phonetic and phonological patterns across languages, with focus areas including: Cross-linguistic speech perception and production Sociophonetic variation in Southern U.S. dialects Factors influencing second language acquisition Socially meaningful variation in speech Her publications (2016-2024) demonstrate consistent focus on dialectal variation, particularly in Louisiana English (Cajun, African American, and Southern varieties), and cross-linguistic studies of Vietnamese, Mandarin, and Japanese. Core themes include: Vowel variation as identity markers Prosodic patterns in tone languages Cognitive aspects of phonetic learning Clear speech adaptations Shport maintains community-engaged research partnerships with schools in East Baton Rouge Parish and has received teaching awards including the Tiger Athletic Foundation Undergraduate Teaching Award (2015).

• Psycholinguistics
• Language Use in Conversation
• Cognitive Psychology
• +3 more

Herbert H. Clark is the Albert Ray Lang Professor of Psychology at Stanford University. His research focuses on communication processes in everyday language use, particularly the mechanisms of conversational grounding, common ground establishment, and the interplay between speech and non-verbal cues. He has authored seminal works like Psychology and Language and Using Language , critically analyzing statistical methodologies in psycholinguistics and exploring discourse dynamics. Affiliations: Stanford University (Psychology Department), Former FRIAS Fellow (Oct-Dec 2012). Clark's research interests span psycholinguistics, pragmatics, and social cognition. He pioneered studies on 'grounding theory'—how conversational participants establish shared understanding—and investigated phenomena like indirect speech acts, quotation, and speech disfluencies. His FRIAS project explores performative depictions in discourse, analyzing how gestures, demonstrations, and other embodied actions contribute to communication beyond verbal speech. Honors include Guggenheim Fellowship, membership in the American and Royal Dutch Academies of Arts and Sciences, and a lifetime achievement award from the Society for Text and Discourse. His work bridges psychology and linguistics, emphasizing collaborative aspects of communication.

Emily GrahamView profile

Assistant Professor

• Psycholinguistics
• Phonetics
• Sentence Processing
• +4 more

Emily Graham is an Assistant Professor of Linguistics at the University of California, Riverside. Her research focuses on psycholinguistics, phonetics, and linguistic pedagogy. She holds a Ph.D. in Linguistics (2024) from the University of Texas at Arlington, alongside degrees in French and Secondary Education from Mississippi State University. Ph.D.: Linguistics, University of Texas at Arlington (2024) M.A./B.A.: French, Mississippi State University (2016/2014) B.S.: Secondary Education, Mississippi State University (2014) Her research explores sentence-level processing, neurophysiological aspects of determiner phrases, and phonetic imitation in English sibilants. She actively contributes to pedagogical reforms, advocating for de-centering Standard American English in linguistics education. She serves on committees for linguistic pedagogy and gender equity within the Linguistic Society of America.

• Violence and Homicide
• Child-to-Parent Violence
• Domestic Abuse Risk Assessment
• +4 more

Caroline Miles is Senior Lecturer in Criminology and Director of Postgraduate Research at the University of Manchester's Department of Criminology. Her research examines violence patterns with specializations in child-to-parent violence, domestic homicide, honour-based abuse, and parricide. She leads the 'Understanding Violence' postgraduate unit and co-directs undergraduate dissertations. Previously, she researched adolescent violence at Oxford University and served as Lecturer at University of Chester. Her current research portfolio includes ESRC-funded projects on domestic abuse risk assessment improvement and N8-funded work on early identification of honour-based abuse. Recent publications analyze the amplification of family violence during COVID-19 lockdowns, policing responses to honour-based abuse, and gendered patterns in parricide cases. Miles obtained her ESRC-funded PhD from University of Manchester on substance-related homicide, building on earlier work at the National Confidential Inquiry into Suicide and Homicide. Her educational background includes an LLB in Law and Criminology (first class) and MA in Criminology (distinction) from Keele University. Her research group investigates institutional responses to family violence, developing assessment frameworks for police and social services. Current projects examine maternal invisibility in femicide data and therapeutic interventions for adolescent-to-parent violence.

Mariliina PylkkanenView profile

Professor

• Neurolinguistics
• Psycholinguistics
• Semantics
• +3 more

Liina Pylkkänen is a Professor of Linguistics and Psychology at New York University, affiliated with the College of Arts & Science. Her research focuses on the neural mechanisms underlying language processing, particularly syntax-semantics interfaces, semantic composition, and lexical access. She employs magnetoencephalography (MEG) to study brain activity during language comprehension. Pylkkänen holds a Ph.D. from MIT (2002) and an M.A. from the University of Pittsburgh (1997). Her work bridges theoretical linguistics with cognitive neuroscience, addressing questions about how the brain constructs complex meanings and syntactic structures. She has received fellowships including the CASBS Stanford Fellowship (2005) and the NYU University Research Challenge Fund Award (2005). Education Ph.D., Linguistics, Massachusetts Institute of Technology, 2002 M.A., Linguistics, University of Pittsburgh, 1997 Research Interests Her interdisciplinary research spans neurolinguistics and psycholinguistics, with emphasis on: - Syntax-semantics interface and compositional meaning - Neural bases of syntactic and semantic processing - Lexical access and morphological decomposition - MEG neuroimaging techniques for language studies - Hierarchical prediction in language processing Lab & Collaborations As director of the NYU Neurolinguistics Lab, she oversees projects investigating language processing mechanisms. Her lab collaborates across disciplines, utilizing MEG to explore how the brain combines syntax and semantics. Current graduate students include Nigel Flower (semantic composition) and Aline-Priscillia Messi (hierarchical prediction). Past students hold positions at institutions like Harvard, MIT, and the Chinese Academy of Sciences. Grants & Recognition NSF grants for MEG studies on semantic processing William Orr Dingwall Dissertation Fellowship (awarded to Julien Dirani) NIH grants supporting neurobiological language studies Publications Overview Her work emphasizes neural correlates of language, with over 30 peer-reviewed articles. Key contributions include defining syntax-semantics interfaces via MEG and uncovering polysemy representation in the brain. Recent research explores adjective ordering cross-linguistically and bilingual semantic processing.

Hanneke LoertsView profile

Assistant Professor

• Psycholinguistics
• Applied Linguistics
• Cognitive Aging
• +7 more

Dr. Hanneke Loerts is an Assistant Professor at the University of Groningen's Faculty of Arts, specializing in Neurolinguistics and Language Development. She holds a position in the Department of Neurolinguistics and Language Development (NLD) and focuses on research areas including psycholinguistics, applied linguistics, cognitive aging, and neurolinguistics. Her work often explores the cognitive and neural mechanisms underlying language processing, particularly in multilingual contexts. Dr. Loerts has contributed to studies on the impact of language learning on cognitive functioning in older adults, the role of musical abilities in second language prosody perception, and the effects of bilingualism on cognitive reserve. Her research employs methodologies such as ERP studies, eye-tracking, and meta-analyses, addressing topics like grammatical gender processing, relative clause comprehension, and social aspects of minority language use. She is involved in projects funded by the University of Groningen, including a study on language of instruction and language-learning aptitude in higher education. Dr. Loerts teaches courses on applied linguistics, psycholinguistics, and research methodology, emphasizing statistical methods and multilingual language processing. She has been recognized with a PhD scholarship co-promotor award for her work on music perception and second language prosody. Her collaborative research extends to interdisciplinary teams, investigating topics ranging from cognitive flexibility in depression to the sociocultural dimensions of language use in multilingual societies. Key contributions include systematic reviews on ERP responses to gender stereotypes, meta-analyses on musical abilities and prosody perception, and randomized controlled trials assessing language learning interventions. Her work bridges neuroscience, psychology, and education, with implications for healthy aging, language policy, and cognitive health.

• Linguistics
• Psycholinguistics
• Cognitive Linguistics
• +7 more

Christer Johansson is a Professor in the Department of Linguistic, Literary and Aesthetic Studies at the University of Bergen, Norway. His research spans psycholinguistics, cognitive linguistics, discourse analysis, computational linguistics, and neuroaesthetics. He is actively involved in interdisciplinary projects combining language, cognition, and visual perception. University: University of Bergen School: Faculty of Humanities Department: Department of Linguistic, Literary and Aesthetic Studies Email: christer.johansson@uib.no Phone: +47 55582262 His educational and professional background reflects deep engagement with both theoretical and experimental approaches to language and cognition. While specific degrees are not listed, his long-standing academic position and research output suggest a strong foundation in linguistics and cognitive science. His research interests include psycholinguistics, anaphora resolution, corpus linguistics, language processing, and neuroaesthetics, particularly the cognitive perception of faces in medieval and religious art. He investigates how linguistic structures are processed and how visual and linguistic cognition interact. The 15 most recent publications show a clear trend toward interdisciplinary research, combining linguistic analysis with cognitive experiments and aesthetic theory. Early work focused on computational models of analogy and anaphora, while recent work explores metadiscourse, facial perception, and neuroaesthetic principles in historical contexts. Key themes include language processing, written composition, and the cognitive underpinnings of aesthetic experience. No scientific awards are mentioned in the provided texts. Christer Johansson has advised doctoral students, including Vibeke Rønneberg, whose thesis examined written composition and dyslexia. His research has been supported by the Research Council of Norway (Project 213534). He has organized academic workshops (e.g., WAR I and WAR II) and developed software tools for anaphora resolution and memory-based learning. He is a core member of the Humlab research group at the University of Bergen, which focuses on empirical aesthetics, digital humanities, and cognitive approaches to language and art. His collaborative work with Per Olav Folgerø and others explores topics such as facial perception in medieval iconography and the cognitive effects of language use.

Ellen Gurman BardView profile

Associate Professor

• Speech Perception and Production
• Audience Design in Dialogue
• Experimental Psycholinguistics
• +4 more

Ellen Gurman Bard is a Reader in the Department of Linguistics and English Language at the University of Edinburgh's School of Philosophy, Psychology, and Language Sciences, and an Associate of the Human Communication Research Centre in the School of Informatics. Her academic career centers on experimental psycholinguistics, investigating the interplay between speech production and perception, and the cognitive mechanisms underlying dialogue. Her research explores two interconnected themes: the acoustic under-determinacy of running speech and its implications for speech recognition and production, and the role of listener modeling in audience design during dialogue. She examines how factors such as shared knowledge, predictability, and attention influence word intelligibility and articulation patterns, often using controlled dialogue corpora like the Map Task and eye-tracking methodologies in the Joint Eye-Tracking Laboratory. Recent publications demonstrate her expertise in experimental linguistics, with studies spanning determiner selection in Romance languages, eye-tracking in two-person tasks, auxiliary selection in Italian verbs, and structural influences on French accent placement. Her work bridges theoretical linguistics, cognitive science, and human-computer interaction, frequently involving large-scale collaborative projects. Scientific Awards: No specific awards, prizes, or fellowships are listed in the available profile information. Dr. Bard supervises graduate students, with recent MSc advisees including: Helen Robson Anna Pande Eirini Kelmali and PhD students: Margaret Mitchell Erin Brown Alice Foucart Hannele Nicholson Anastasia Mangana Evangelia Plemmenou Max Louwerse Her research is supported by grants from the NSF (iMAP project), EC Framework VI (JAST project), and EPSRC (MONITOR and ERF projects). She co-directs the Joint Eye-Tracking Laboratory (JEL), which investigates joint attention and action during collaborative tasks, utilizing eye-tracking technology to understand how humans coordinate in real-time interaction.

• Psycholinguistics
• Language Acquisition
• Linguistic Processing
• +5 more

Esther Ruigendijk is a Professor of Dutch Linguistics at the Institute of Dutch Studies , part of the School of Linguistics and Cultural Studies at the University of Oldenburg, Germany. Her research focuses on psycholinguistics, language acquisition, and processing in both typical and impaired populations, with a particular emphasis on aphasia, bilingualism, and cochlear implant users. Education: BA/MA in Dutch Literature and Linguistics (1992–1996), University of Groningen, Netherlands PhD in Dutch Linguistics (2002), University of Groningen Prof. Ruigendijk's research explores topics such as syntactic complexity, morphosyntax, and the interplay between auditory perception and linguistic processing. She employs experimental methods like eye-tracking, ERP, and fMRI to investigate these phenomena, particularly in children with hearing impairments and second language learners. Her recent publications highlight trends in lexical processing , wh-question interpretation , and plural marking in German-speaking children, often incorporating interdisciplinary collaborations with biological psychology and applied neurocognitive labs. She also contributes to understanding foreign language anxiety and task complexity in second language fluency. Current PhD Students: Andreas Hiemstra: Linguistic transfer in third language acquisition Foekje Reitsma: L2 fluency and foreign language anxiety Matthias Reiner: Linguistic predictions in wh-questions Roos Weijers: Wh-question interpretation in child language Former PhD Students: Mari Chanturidze: Prepositions in hearing-impaired children Atty Schouwenaars: Morphosyntactic cues Angela Jochmann: Time-manipulated speech in agrammatism Hendrikje Ziemann: Pronoun processing in L2 learners Sara Jonkers: Modal verbs in Dutch acquisition Rebecca Carroll: Speech-in-noise comprehension Contact: esther.ruigendijk@uol.de . She is affiliated with the SPEECH-MUSIC-LAB and the cluster of excellence Hearing4all , collaborating with Biological Psychology and Applied Neurocognitive Psychology labs.