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Catherine Lai is a Reader (~Associate Professor) in the Department of Linguistics and English Language at the University of Edinburgh, with strong affiliations to the Centre for Speech Technology Research (CSTR) and the Institute for Language, Cognition and Computation (ILCC) in the School of Informatics. She is based in the School of Philosophy, Psychology and Language Sciences and is actively involved in research, teaching, and academic service. Department: Department of Linguistics and English Language School: School of Philosophy, Psychology and Language Sciences Research Institutes: Centre for Speech Technology Research, Institute for Language, Cognition and Computation Email: C.Lai@ed.ac.uk Her research centers on the role of prosody—non-lexical aspects of speech—in spoken communication. She investigates how prosody contributes to discourse structure, information structure, and affect in dialogue, using interdisciplinary methods from linguistics and machine learning. Her work bridges theoretical linguistics and practical speech technology, aiming to improve spoken language understanding and synthesis systems. She is particularly interested in how prosody shapes listener expectations and how affect and topic are expressed and perceived in conversation. Her recent publications reflect a strong focus on self-supervised learning in speech models, emotion recognition, ASR error correction using large language models, cognitive state classification, and ethical considerations in language technology. She explores topics such as the uncanny valley in synthetic speech, gender expression through voice, and community-centered development of language technologies. Prize from Scopus Profile Catherine Lai has supervised several PhD students, including Leimin Tian and Yuanchao Li, and has been involved in significant research projects, such as a Toyota-funded initiative on spoken dialogue for robot companions. She has secured multiple grants and leads a research agenda that integrates theoretical inquiry with real-world applications in assistive technologies and social science. Her academic service includes organizing major conferences like Interspeech and UK and Ireland Speech. She is a key member of research teams at CSTR and ILCC, collaborating across disciplines to advance the understanding of spoken communication and the development of robust, ethical speech technologies.

• Speech and Language Processing
• Computational Linguistics
• Prosody
• +17 more

Dr Henry Moss is a Researcher at the Department of Applied Mathematics and Theoretical Physics within the School of Physical Sciences at the University of Cambridge. His work focuses on machine learning applications in climate modeling, Bayesian optimization, and Gaussian processes, bridging computational mathematics with environmental science and chemistry. His research interests include: Bayesian optimization for environmental and chemical systems Reinforcement learning in climate modeling Gaussian processes for molecular property prediction High-throughput machine learning in scientific domains Interpretable AI for coastal flooding prediction Hybrid ML-physics modeling Dr Moss's publications highlight his contributions to federated learning for climate models, sparse Gaussian process techniques, and multi-objective optimization frameworks. These works span applications in weather prediction, chemical engineering, and oceanography. Email: hwm26@cam.ac.uk

• Machine Learning
• Bayesian Optimization
• Theoretical Physics
• +3 more

Professor Sara Baker is a Professor of Developmental Psychology and Education at the University of Cambridge's Faculty of Education and a Fellow at Darwin College, where she served as Vice Master from 2021-2024. She is also a 2022 Senior Fellow in the Science of Learning with UNESCO-IBE/IBRO. Her work bridges cognitive science and educational practice, focusing on how children develop executive functions and self-regulation skills. Baker leads the Early Years Library project, co-founded the Research Centre for Play in Education, Development and Learning (PEDAL), and is a founding member of the Global Executive Functions Initiative. Sara Baker specializes in the science of learning, with research aimed at improving children's lives by identifying factors at home and school that support their agency over learning. Her work emphasizes developing executive functions and self-regulation through playful learning approaches. She uses lab-based experiments and collaborates with educators to translate cognitive science research into educational contexts. Her research spans multiple countries including the UK, USA, Mexico, Denmark, Slovakia, South Korea, Ghana, Rwanda, Nigeria, Kenya, South Africa, and more, reflecting a strong commitment to culturally relevant and globally applicable educational practices. Analysis of Professor Baker's recent publications reveals a strong focus on executive functions, self-regulation, and playful learning across diverse cultural contexts. Her work increasingly addresses cultural adaptation of assessment tools and educational practices, particularly for Global Majority countries. There's a clear trajectory from basic cognitive research toward practical applications in educational settings, with growing emphasis on teacher training, culturally relevant assessment, and the role of play in early childhood development. Her interdisciplinary approach connects developmental psychology, educational theory, and practical classroom applications. 2022 Senior Fellow in the Science of Learning with UNESCO-IBE/IBRO Professor Baker leads the doctoral program in the Faculty of Education and serves as an Academic Project Director in the School of Humanities and Social Sciences. She is the Cambridge academic lead on the Close the Gap partnership between Cambridge and Oxford, focused on postgraduate widening participation. Her research has been funded by prestigious organizations including the Newton Trust, Cambridge Humanities Research Grant, Economic and Social Research Council, LEGO Foundation, Nuffield Foundation, and Office for Students/Research England. She actively supervises doctoral students and seeks highly motivated candidates for October 2026 entry whose research aligns with her focus areas. Professor Baker co-founded and is actively involved with the Research Centre for Play in Education, Development and Learning (PEDAL), which investigates how children's play affects their development. She leads the Early Years Library project, a curated collection of evidence-based practices for early years educators, and is a founding member of the Global Executive Functions Initiative. Her work with the Connections international professional learning network focuses on self-regulation, while the Close the Gap project addresses widening participation in postgraduate education between Oxford and Cambridge.

• Science of learning
• Executive functions
• Self-regulation in children
• +5 more

Professor Kay O'Halloran serves as Chair Professor and Head of Department of Communication and Media within the School of the Arts at the University of Liverpool since August 2019. She concurrently holds the position of Co-Director for the Digital Media and Society Institute (DMSI), demonstrating significant leadership across academic and research domains. Her career spans prestigious institutions including Curtin University (2013-2019) and National University of Singapore (1998-2013), where she directed the Multimodal Analysis Lab and served as Deputy Director of the Interactive & Digital Media Institute. PhD from Murdoch University (1996) Postdoctoral position at Martin Luther University (1997-1998) Visiting Distinguished Professor at Shanghai Jiaotong University (2017-2020) Professor O'Halloran's research focuses on multimodal discourse analysis, particularly the interaction of language with visual and mathematical resources. Her pioneering work in systemic functional multimodal discourse analysis (SF-MDA) has significantly impacted mathematics education and digital communication studies. Current research emphasizes digital tools for multimodal analysis and mixed methods approaches to big data analytics, addressing contemporary challenges in misinformation and public health communication. Her recent publications reveal strong thematic concentration in pandemic-related communication analysis, misinformation resistance mechanisms, and multimodal argumentation across social and cultural contexts. The 15 most recent articles demonstrate consistent application of multimodal frameworks to urgent societal issues including public health crises, political discourse, and digital literacy challenges. Founding editor of Routledge Studies in Multimodality book series (57+ volumes) Over 150 publications in leading international journals 50+ plenary/keynote presentations globally Competitive funding from National Research Foundation, MOE Singapore, US Air Force, ARC, NHMRC, and others Professor O'Halloran has directed interdisciplinary research teams comprising social scientists, computer scientists, and designers. Her leadership extends to developing commercial multimodal analysis software (Multimodal Analysis Image and Video) adopted internationally. Current projects include Eurovision 2023 wellbeing evaluation and COVID-19 misinformation immunity development, demonstrating continued relevance to contemporary societal challenges.

• Multimodal Discourse Analysis
• Systemic Functional Linguistics
• Digital Humanities
• +6 more

Vadim Lozin is a Professor of Mathematics at the University of Warwick, affiliated with the Department of Mathematics within the School of Mathematics. His research interests span graph theory, combinatorics, and discrete mathematics, focusing on areas such as clique-width, Ramsey numbers, and structural graph theory. He has held visiting positions at institutions including the Université Paris-Dauphine, EPFL, and KAUST. Lozin has received several accolades, including the Best Paper Award for 'Linear Ramsey numbers' in 2018 and a 2024 award at the International Symposium on Algorithms and Computation. His work involves collaborations with global researchers and contributions to conferences like IWOCA and WG. Lozin serves on editorial boards for journals such as Discrete Applied Mathematics and Electronic Notes in Discrete Mathematics . His research explores foundational problems in graph theory, with applications in algorithm design and complexity analysis. Lozin’s publications include studies on union-closed sets, functional graph properties, and algorithmic approaches to graph parameters. He has also contributed to books like Words and Graphs , bridging formal language theory with graph structures. His grants focus on clique-width and stability in graphs, reflecting his commitment to advancing theoretical and applied discrete mathematics.

• Graph theory
• Combinatorics
• Discrete Mathematics
• +4 more

Dr. Sumin Zhao is a Reader (Associate Professor) in Discourse Analysis at the University of Edinburgh's School of Philosophy, Psychology & Language Sciences. She holds a PhD in text linguistics from the University of Sydney and has held prestigious fellowships at the University of Southern Denmark and the University of Technology Sydney. Her research focuses on multimodal discourse analysis, social semiotics, and digital literacies, with particular attention to social media practices, immigrant families, and children's digital engagement. Education: PhD in Text Linguistics (Hallidayan tradition), University of Sydney Postdoctoral Fellowships at University of Southern Denmark (2016-2018) and University of Technology Sydney (2013-2016) Research Interests: Analysis of social media genres (e.g., selfies, shelfies, video-sharing platforms) Multimodal communication in transnational families Children's digital literacy practices and translanguaging Semiotic technologies in education and cultural studies Projects & Grants: Lead investigator for the PPLS Small Project Grant on emoji analysis (2021-2022) Pilot study on transnational family storytelling via social media (2020-2021) Awards: Carlsberg Distinguished Postdoctoral Fellowship (2016-2018) Chancellor's Postdoctoral Fellowship (2013-2016) Supervision & Labs: Supervises PhD students researching social media influencers, digital parenting, and transnational literacy practices Member of the International Collective of Research and Design in Children's Digital Books (www.childrensdigitalbooks.com)

• Discourse Analysis
• Multimodality
• Social Semiotics
• +7 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

Professor Ian Roberts is a faculty member at the University of Cambridge, affiliated with the Faculty of Modern and Medieval Languages and Linguistics and the Department of Theoretical and Applied Linguistics. He holds the academic rank of Professor and has been a Fellow in Linguistics at Downing College since his appointment. His research focuses on theoretical linguistics, particularly comparative and historical syntax, grounded in Noam Chomsky's Universal Grammar framework. Education : BA from Bangor University, PhD from University of Southern California (USC), LittD, Fellow of the British Academy (FBA). Roberts' work investigates how grammatical systems across Germanic, Romance, and Celtic languages vary along simple parametric lines while adhering to universal constraints. His recent projects include 'Rethinking Comparative Syntax' (ERC-funded), 'Giving Voice to Digital Democracies', and parametric comparison studies. His publications span monographs and collaborative works, emphasizing syntactic universals, parametric hierarchies, and mechanisms of language change. He has supervised graduate students such as Zepu Zhang, Fanghua Zheng, and Liu Yang. Roberts has received prestigious awards, including the European Research Council Advanced Grant and multiple Cambridge Humanities Research Grants. His academic contributions extend to leadership as Head of the Theoretical and Applied Linguistics Section and involvement in research clusters like CAMPAL (Cambridge Processing and Acquisition of Language lab).

• Comparative Syntax
• Historical Syntax
• Universal Grammar
• +3 more

Dr. Gabriella Pizzuto is a Lecturer in Robotics and Chemistry Automation at the University of Liverpool's Faculty of Science and Engineering, jointly appointed in the Departments of Computer Science and Chemistry. She leads the Pizzuto Group and joined the university in 2021 after completing her PhD at the University of Manchester. Born in Malta, she obtained her undergraduate degree from the University of Malta. Her research focuses on intelligent robotic systems for laboratory automation, specializing in: Contact-based robot skill learning for chemistry labs Failure recovery methods in experimental environments Safe human-robot collaboration frameworks Physics-constrained machine learning Machine vision for laboratory workflows Her work aims to develop robotic scientists that accelerate material discovery through autonomous experimentation. Publication analysis reveals strong emphasis on robotic manipulation (70%), laboratory automation (60%), and machine learning applications (40%), with recent work showing increased focus on multi-modal sensing and physics-informed learning. Her most frequent collaborators include Prof. Andy Cooper and Prof. Michael Mistry. Awards and Fellowships: Royal Academy of Engineering Research Fellowship (2023-2028) Marie Skłodowska-Curie Doctoral Scholarship EPSRC New Investigator Award (2025) Advising and Grants: Currently supervising 4 PhD students and 2 postdoctoral researchers Principal Investigator: £1.2M RAEng Fellowship for 'Upskilling Robotic Scientists' Co-Investigator: £12M EPSRC AI for Chemistry Hub (AIChemy) Lead Researcher: €8M ERC Synergy ADAM project Recipient of Google DeepMind Research Ready Grant (2024) Leads the Autonomous Robotic Chemistry Lab at Liverpool's Leverhulme Research Centre for Functional Materials. Her group combines expertise in robotics, computer science, chemistry, and engineering to develop next-generation robotic scientists.

• Robotics
• Machine Learning
• Laboratory Automation
• +5 more

Professor Ben Outhwaite serves as Head of the Taylor-Schechter Genizah Research Unit at Cambridge University Library, a position he has held since 2006 following seven years as a Genizah researcher. His academic career is centered on the linguistic and historical analysis of Hebrew manuscripts from the Cairo Genizah collection. His educational background includes a B.A. in Hebrew Studies, M.Phil. in Medieval Hebrew literature, and Ph.D. from Christ's College, Cambridge. Supervised by Professor Geoffrey Khan, his doctoral thesis examined the grammatical description of Hebrew letters in the Genizah. Professor Outhwaite's research focuses on Hebrew language transmission during the Middle Ages, encompassing Biblical Hebrew vocalization traditions, medieval Hebrew as a communication medium, the form and function of medieval Hebrew Bibles, and the documentary history of communities depositing manuscripts into the Cairo Genizah. His work bridges linguistic analysis with historical context to illuminate Jewish life under Islamic rule. His publication trends reveal consistent contributions to Genizah scholarship, with recent work emphasizing economic history (Nile water pricing), religious polemics, manuscript transmission, and cross-cultural Jewish communities. The articles demonstrate deep engagement with documentary fragments while expanding into broader historical and linguistic contexts. Research funding has been secured from prestigious institutions including the AHRC, British Academy, Wellcome Foundation, and Andrew W. Mellon Foundation. He serves as series editor for Brill’s ‘Cambridge Genizah Studies’ and has contributed to major exhibitions like ‘Discarded History: the Genizah of Medieval Cairo’. The Taylor-Schechter Genizah Research Unit operates within Cambridge University Library, maintaining one of the world's most significant collections of Hebrew and Jewish manuscripts. The unit collaborates internationally on digitization projects and hosts the annual Genizah Lecture, Fragment of the Month features, and scholarly symposia.

• Hebrew Linguistics
• Medieval Hebrew
• Cairo Genizah Studies
• +3 more

John P. Spencer is a Professor of Psychology at the University of East Anglia , UK, and a member of its School of Psychology . He previously served as a Professor of Psychology and founding Director of the Delta Center at the University of Iowa. His research focuses on the development of executive function, working memory, attention, and word learning, with a pioneering emphasis on dynamical systems theory and dynamic neural field models of cognition and action. Sc.B. with Honors, Brown University (1991) Ph.D. in Experimental Psychology, Indiana University (1998) His work utilizes fMRI , fNIRS , and eye-tracking to explore neural-cognitive dynamics in infancy and childhood, particularly in low-resource settings. Recent articles highlight cross-situational word learning, air quality impacts on cognition, and brain network myelination studies. Scientific awards include: 2003 Early Research Contributions Award (Society for Research in Child Development) 2006 Robert L. Fantz Memorial Award (American Psychological Foundation) APA Fellow since 2007 Current projects include brain imaging centers, infant cognition in India, and theoretical advancements in dynamic systems. He leads the Developmental Dynamics Lab and collaborates with institutions worldwide.

• cognitive development
• brain development
• computational neuroscience
• +7 more

Dr Andrea Greve is a Lecturer in the Department of Psychology at the University of Cambridge . Her research focuses on cognitive processes related to memory, prediction error, and learning mechanisms. Key areas of interest include declarative memory formation, semantic predictions, and the influence of novelty on memory retention. She has explored topics such as word learning in variable-choice paradigms, the role of hippocampal lesions in memory binding, and predictive coding in neuroimaging contexts. Her work integrates experimental psychology with neuroscience methodologies, particularly leveraging neuroimaging techniques to investigate memory systems. Notable contributions include studies on false memory effects, the nonmonotonic relationship between object-location memory and expectedness, and the impact of prior knowledge on memory encoding. Dr. Greve has also contributed to methodological advancements, such as improved MRI anonymization for MEG coregistration. While her research spans multiple decades, recent efforts (2023–2025) emphasize predictive frameworks and their applications in understanding cognitive phenomena like semantic surprise and episodic memory formation. Her findings challenge traditional assumptions about fast mapping in adults and highlight the importance of integrating computational models with empirical data. Dr. Greve collaborates extensively with neuroimaging and cognitive science teams, contributing to interdisciplinary projects that bridge theoretical and applied research in memory systems. Her work maintains a strong focus on methodological rigor, particularly in experimental design and data interpretation.

• Cognitive Psychology
• Memory Studies
• Neuroscience
• +3 more

Professor Hugh N Kennedy is a distinguished academic at SOAS University of London, holding dual affiliations with the School of History, Religions and Philosophies and the School of Languages, Cultures and Linguistics. As a Professor of Arabic, he specializes in Early Islamic History (600-1100 CE), with particular focus on Arabic historiography, Islamic archaeology, and the historical geography of the Middle East. His research also examines castle building in the region and the history of al-Andalus. He holds a PhD (Cantab) and has supervised doctoral candidates including Ummugulsum Kurukol and Zhicheng Ye. His publications span authored books, edited volumes, and numerous articles exploring topics like the Abbasid Caliphate, Islamic economic systems, and comparative political histories. He is based at the Russell Square campus and can be contacted via hk1@soas.ac.uk. Research Interests: Kennedy’s work bridges textual analysis and material culture, investigating how political structures, military campaigns, and cultural exchanges shaped the early Islamic world. He examines themes such as the evolution of governance systems, the role of pilgrimage economies, and the interaction between religious and temporal authority. His scholarship frequently engages with primary sources like al-Baladhuri’s Futuh al-Buldan and Ibn Wāḍiḥ al-Yaʿqūbī’s writings, contextualizing them within broader historical narratives. Key Publications: Includes seminal works on the Abbasid Caliphate, the conquests of the Arab armies, and comparative analyses between Islamic and Byzantine governance. Teaching: Contributes to SOAS’s MA History program, focusing on the Global South through decolonial and interdisciplinary approaches. Professional Affiliations: Active in academic networks promoting the study of pre-modern Middle Eastern history and cultural heritage.

• Early Islamic History
• Arabic Historiography
• Islamic Archaeology
• +5 more

Professor Joy Singarayer is a leading academic in the Department of Meteorology at the University of Reading, specializing in paleoclimatology. She holds the position of Joint Head of Department (Facilities and Finance) and is actively involved in research on climate-human interactions and past environmental changes. Her work bridges climate science, archaeology, and ecology, with a focus on understanding how past climate fluctuations inform future environmental resilience. Her research interests include the impact of climate change on agriculture and water resources, human-land-climate interactions across prehistoric to modern eras, and paleoclimate reconstructions using Quaternary records. Notable projects include CROPP (Peruvian climate resilience), PRIDE (Caspian Sea biodiversity), and Amazonian paleoecology studies. Professor Singarayer has supervised numerous PhD students exploring topics like agent-based modeling of pre-Columbian cultures, Caspian Sea hydrology, and Amazonian drought responses. Her interdisciplinary approach integrates climate modeling, fieldwork, and data analysis to address global environmental challenges. She is affiliated with the University of Reading's Meteorology Department and collaborates internationally on projects like the PotASH initiative studying southern hemisphere paleolakes. Her contributions span academic leadership, policy-relevant research, and fostering inclusive academic environments through her role on the SMPCS WIDE committee.

• Paleoclimatology
• Climate Change Impact Assessment
• Human-Environment Interaction
• +3 more

Oliver Bond is a Reader in Linguistics (Associate Professor) at the University of Surrey, affiliated with the Surrey Morphology Group (SMG) within the School of Literature & Languages. He holds a PhD from the University of Manchester and specializes in linguistic typology, morphology, syntax, and language documentation. His research focuses on the systemic properties of language, particularly in African and Himalayan languages, exploring features like agreement systems, case marking, and morphological complexity. Key roles include Deputy Director of SMG and PhD Coordinator. His research projects include studies on Nuer (South Sudan/Ethiopia), Tibeto-Burman languages of Nepal, and prominent internal possessors. He has received a prestigious British Academy Award for his work on language evolution and analogy in morphological change. Bond supervises PhD students in areas such as morphology, syntax, and language documentation. Notable former students include Dávid Győrfi and Tatiana Reid. His publications span typological studies, language documentation, and theoretical morphology, with recent work on contact effects in Tibeto-Burman languages and negation systems in African languages. Bond’s contributions include collaborative projects like the Nuer Literacy Initiative and the Manang Languages Project. He actively publishes in journals like Journal of Linguistics and Linguistic Typology , and maintains a comprehensive resource, the Nuer Lexicon .

• Linguistic Typology
• Morphology
• Syntax
• +6 more