Find Academic Supervisors

• Affective Science
• Big Team Science
• Quantitative Methods
• +7 more

Nicholas Coles is an Assistant Professor in the Department of Psychology at the University of Florida, where he conducts research on emotions, big team science, and quantitative methods. His work spans international collaborations and focuses on improving the reliability and generalizability of psychological science. Education: PhD in Social Psychology, University of Tennessee Postdoctoral Training, Harvard University Kennedy School of Government Research Fellowship, Stanford University Human-Centered AI Center His research interests include affective science, facial feedback, emotion regulation, and methodological innovations in psychology. He is a strong advocate for open science, reproducibility, and large-scale collaborative research. His work often involves meta-analyses, multi-lab studies, and global experiments to test the robustness of psychological phenomena. His recent publications in journals such as Science , Nature , and Psychological Bulletin reflect a consistent focus on big team science, emotional embodiment, and improving research practices. Themes across his work include the validation of psychological constructs, the effectiveness of emotion regulation strategies, and the ethical and practical challenges of large-scale collaborations. Scientific Awards: Einstein Foundation Award for Promoting Quality in Research CORES Open Science Innovator Award Three U.S. National Science Foundation Fellowships Nicholas Coles has secured multiple active grants supporting research on virtual experiences, well-being, and gratitude. He has advised or collaborated with numerous researchers globally, particularly through initiatives like the Psychological Science Accelerator. He is actively involved in mentoring, grant-funded research, and shaping the future of collaborative psychological science. His lab emphasizes transparency, inclusivity, and methodological rigor.

Richard CatramboneView profile

Professor

• Instructional Design
• Human-Computer Interaction
• Educational Technology
• +7 more

Richard Catrambone is a Professor at the School of Psychology, Georgia Institute of Technology. He is affiliated with the GVU Center, Center for 21st Century Universities (C21U), and the Institute for People and Technology (IPaT). His primary academic focus is on creating examples to help learners form meaningful and generalizable solution procedures, with applications in domains ranging from probability and physics to ballet. Education: BA (1982) from Grinnell College, Ph.D. (1988) in Experimental Psychology from the University of Michigan. Research interests: Instructional Design, Human-Computer Interaction, Educational Technology, Multimedia Learning Environments, Training, Problem Solving, and Analogical Reasoning. His work emphasizes task analysis techniques to identify learning requirements and guide the construction of teaching materials, including computer-based instructional environments. He has explored technologies like animations and embodied conversational agents (ECAs) to improve interfaces and learning outcomes. Recent publications highlight subgoal labeling in programming education, hypermedia learning strategies, and applications of multimedia in physics and mathematics. He teaches courses in General Psychology (PSYC 1101), Cognitive Psychology (PSYC 4011), and Graduate Seminar in Problem Solving (PSYC 7011). He leads the Problem Solving and Educational Technology (PSET) Lab, focusing on educational tools and training.”

• Environmental Psychology
• Cognitive Psychology
• Psycholinguistics
• +3 more

Prof. Reinhard Beyer is a faculty member at the Institute of Psychology , Humboldt University Berlin , specializing in Cognitive Psychology and Psycholinguistics . His career spans over four decades at Humboldt University, including a habilitation in 1991 and a stint as Acting Professor at the University of Leipzig in 2001-2002. Current research focuses on environmental psychology, text comprehension, and psychophysiological methods Key collaborators include Elke van der Meer and Reinhard Gerlach Active in intercultural comparisons and urban ecology studies Research Interests : Experimental studies on perception of urban environments, cognitive processes in text comprehension, psychophysiological indicators like pupillometry, and development of qualitative/quantitative research methods. His work examines how objective environmental features influence subjective evaluations and behavioral changes, with applications in urban planning and educational psychology . Recent Publications demonstrate expertise in integrating cognitive psychology with practical applications, including textbooks on language and thinking, environmental perception studies, and psychophysiological experiments measuring cognitive load. Teaching includes courses on scientific work, educational psychology, and experimental methods. He supervises bachelor's and diploma theses, contributing to academic training in psychology. Professional Roles include chairing the Institute's Library Commission, mentoring competitive athletes, and membership in the European Psychological Society and German Society for Psychology .

• Educational Psychology
• Applied Statistics
• Developmental Psychology
• +5 more

Amy Schweinle serves as Dean of the School of Education at the University of South Dakota and holds faculty position in the Department of Counseling and Psychology in Education. Her extensive academic career spans educational psychology, statistics, and developmental research with focus on student motivation and learning environments. Ph D, Experimental Psychology, The University of Texas at Arlington, 2001 MS, Experimental Psychology, The University of Texas at Arlington, 1998 BA, Psychology, Midwestern State University, 1993 Her research centers on educational psychology with emphasis on student motivation dynamics, multivariate statistical analysis, and developmental psychology. She investigates how classroom environments interact with individual student characteristics to influence academic outcomes, particularly examining motivational distinctions between challenging versus difficult tasks across age groups. Her work frequently applies hierarchical linear modeling to complex educational datasets. Recent publications reveal strong focus on rural teacher retention, cross-cultural well-being studies, and neural correlates of addiction-related behaviors. The work demonstrates consistent application of advanced statistical methodologies to address pressing educational and psychological questions, with particular attention to equity issues affecting Native American communities and gender disparities in STEM. Belbas-Larson Teaching Award (2008) Belbas-Larson Teaching Award Nominee (2007, 2013, 2014) Dr. Schweinle has secured significant grant funding including NIH's Developmental Research Program for Medical Students (2018-2023), Howard Hughes Medical Institute's South Dakota Needs Scientists program, and multiple Bush Foundation subcontracts addressing rural teacher retention. Her advising focuses on quantitative methods training for graduate students, though specific advisees aren't publicly listed. Current research projects examine neural mediators in children of alcoholic parents and motivational factors in rural education settings.

Alexander PahrView profile

Researcher

• Mathematical modeling and optimization
• Deep Reinforcement Learning
• Food industry

Alexander Pahr is a doctoral candidate and research associate at the Chair of Production & Supply Chain Management at the Technical University of Munich (TUM). He has been actively involved in academic research since March 2019, contributing to areas such as mathematical modeling, inventory optimization, and deep reinforcement learning applications in food industry contexts. B.Sc. in Information Systems (2019), TUM M.Sc. in Management and Technology (2019), TUM B.Sc. in Global Business Management (2016), University of Augsburg His research focuses on mathematical modeling and optimization , deep reinforcement learning , and food industry supply chains , particularly for managing ameliorating inventory in perishable product environments like port wine and cheese aging. Publications highlight trends in deep reinforcement learning for inventory systems, dynamic scheduling under uncertainty, and stochastic optimization in food industry applications. He has supervised numerous academic projects including Master’s theses on blood platelet inventory, constraint programming for biopharma, and reinforcement learning applications, as well as Bachelor’s theses on perishable inventory management and stochastic programming for assembly lines.

• Instructed Second Language Acquisition (ISLA)
• Task-Based Language Teaching (TBLT)
• Cognitive-interactionist Approaches
• +5 more

Laura Gurzynski-Weiss is a Professor in the Department of Spanish and Portuguese at Indiana University Bloomington, with a focus on Instructed Second Language Acquisition (ISLA) and Task-Based Language Teaching (TBLT) . Her work bridges structured learning environments with practical applications, collaborating with local schools and global institutions to enhance language instruction at all educational levels. Education: Ph.D. (Georgetown University, 2010), M.S. (Georgetown University, 2007), B.A. (Marquette University, 2005) Her research explores variables impacting L2 development through cognitive-interactionist approaches , complex dynamic systems theory , and usage-based frameworks , emphasizing the real-world value of findings. She advocates for open scholarship , contributing to platforms like the TBLT Language Learning Task Bank and IRIS/OASIS databases. Recent publications highlight collaborations in TBLT implementation, learner engagement, and teacher cognition. Awards include multiple International Conference Travel Awards , Outstanding Mentor Awards , and grants for rural bilingualism research. She serves as President of the International Association for TBLT and Associate Editor for Studies in Second Language Acquisition .

• ADHD Research
• Cognitive Neuroscience
• Executive Functions
• +5 more

Steinunn Adolfsdottir is an Associate Professor in the Department of Biological and Medical Psychology at the University of Bergen, Norway. Her research focuses on attention networks, executive functions, and ADHD across the lifespan, from childhood through aging populations. Her primary research interests include: ADHD diagnosis, manifestations, and cognitive profiles Attention Network Test development and application Emotion regulation in neurodevelopmental disorders Neural correlates of executive functions using neuroimaging Cognitive aging and healthy brain function Physiological measures of cognitive processes (heart rate variability) Dr. Adolfsdottir's publication record shows strong longitudinal research, with work spanning from 2006 to the present (including publications in 2025). Her recent work has increasingly focused on teachers' perceptions of children with ADHD, emotion regulation difficulties, and the relationship between sleep and ADHD symptoms in children and adolescents. Her research often employs both behavioral and physiological measures, including neuroimaging techniques. Notable scientific contributions include: Developing characteristic patterns of deficits in children with ADHD using the Attention Network Test Investigating the relationship between frontal lobe structure and cognitive switching/inhibition Exploring cardiac vagal activity as a predictor of emotion regulation difficulties in ADHD Applying graph theoretical methods to investigate autonomic functioning in adolescents with ADHD Dr. Adolfsdottir frequently collaborates with researchers at the University of Bergen, particularly with Lin Sørensen, Astri Lundervold, and others in the Department of Biological and Medical Psychology. Her work has practical implications for understanding ADHD in educational settings and developing better assessment tools for cognitive functions across the lifespan.

Alison BianchiView profile

Associate Professor

• Social Psychology
• Group Processes
• Sociology of Education
• +3 more

Alison Bianchi, PhD, is an Associate Professor and Director of the Center for the Study of Group Processes at the University of Iowa. She specializes in structural social psychology, focusing on group processes, nomothetic theory construction, and quantitative methodology. Her work examines social exchanges, sentiments, and status hierarchies in educational organizations and friendship cliques. She holds a PhD from Stanford University and teaches courses on social psychology, research methods, sociology of education, and sociology of religion. Her research interests include gender and family dynamics, with projects exploring tangible/intangible social exchanges, sentiment roles in valued tasks, and applications of group processes theories to micro-encounters. She collaborates with the Center for Social Science Innovation and contributes to journals like Current Research in Social Psychology . Bianchi’s work bridges theory and practice, using experimental and statistical methods to analyze survey data. Her recent articles focus on status processes in organizations, gender dynamics in extreme environments, and educational equity. She actively participates in academic conferences and editorial roles to advance social psychology and sociology.

• Information Systems
• Knowledge Management
• Healthcare Information Technology
• +5 more

Shin-Yuan Hung is a Professor in the Department of Information Management at National Chung Hsing University's College of Information Sciences, with an extensive research portfolio spanning over 25 years in information systems. His scholarly contributions include 88 publications in top-tier journals and conferences, with recent works focusing on smart retail, healthcare IT, knowledge management, and social media analytics. Dr. Hung's research interests center on the intersection of technology adoption and organizational behavior, with particular emphasis on healthcare information systems, knowledge management practices, and e-government services. His work frequently examines how user characteristics, organizational context, and technology features influence system success across various domains. Recent research has explored social shopping behaviors, tacit knowledge sharing in development projects, and the impact of service characteristics in smart retail environments. Analysis of his 15 most recent publications reveals a consistent focus on practical applications of information systems in healthcare, retail, and government contexts. His work demonstrates methodological diversity, employing both quantitative and qualitative approaches to investigate technology adoption phenomena. The research shows increasing attention to big data analytics applications across management levels and the evolving role of social media in consumer behavior. Dr. Hung has maintained long-standing collaborations with prominent scholars in the Pacific Asia region, particularly with David C. Yen (18 co-authored papers), Jacob Chia-An Tsai (11 papers), and Kuanchin Chen (9 papers). His leadership in the academic community is evidenced by co-organizing PACIS 2016 in Chiayi, Taiwan, and contributing to special issues honoring distinguished colleagues like Prof. Ting-Peng Liang. His research has significant practical implications for healthcare organizations implementing electronic medical records, businesses developing social commerce strategies, and government agencies designing e-government services. The work provides valuable frameworks for understanding technology adoption across different contexts while addressing both theoretical and practical challenges in information systems implementation.

Verena PlümpeView profile

Researcher

• Technological Change
• Empirical Labor Economics
• Empirical Productivity Research
• +3 more

Verena Plümpe is a Researcher at the Leibniz Institute for Economic Research Halle (IWH), specifically within the Center for Firm and Productivity Dynamics (IWH-CBPD). She has been affiliated with the IWH since 2019 and assumed her current role in January 2025. Her research focuses on technological change, empirical labor economics, productivity analysis, and structural transformation in economies. Plümpe holds a PhD from Otto-von-Guericke University in Magdeburg, complemented by studies at Humboldt University Berlin and Leipzig University. Her work combines quantitative methodologies to examine labor market responses to technological advancements, with a particular emphasis on robotics' impact on workforce dynamics. Her recent research demonstrates that robot adoption in German manufacturing does not uniformly displace workers but instead shifts employment toward non-routine tasks and younger workers. The studies reveal increased churn among low-skilled workers and highlight correlations between robot adoption and plant characteristics like size, skill composition, and export orientation. Plümpe collaborates extensively with institutions like the IAB Establishment Panel to develop novel datasets, as seen in her work creating micro-level robot adoption metrics. These datasets enable granular analysis of industrial transformation processes and policy implications.

• Organizational Behaviour
• Leadership Development
• Strategic Management
• +3 more

Arnold Hugh is an Adjunct Professor of Organizational Behaviour and Executive-in-Residence at the Rotman School of Management, University of Toronto. He previously served as the Dean of the Rotman School (1997–2003) and held professorial roles since 1976. His expertise spans leadership development, strategic management, organizational restructuring, and executive team dynamics. He combines academia with consulting through Hugh Arnold Associates Limited, focusing on strategy, leadership, and governance. Dr. Arnold holds a BA in Psychology and Mathematics (University of Alberta), MA in Psychology and Philosophy (Oxford), and MA/PhD in Organizational Behaviour (Yale). His career includes academic leadership roles, editorial board memberships (e.g., Academy of Management Journal), and extensive executive education programs for organizations like Bank of Montreal and Xstrata Zinc. His research focuses on organizational behavior, motivation, and leadership, with publications in top journals and books in McGraw-Hill’s Management Series. He designs leadership programs and directs corporate governance initiatives at Rotman.

• Social Psychology
• Experimental Psychology
• Cognitive Psychology
• +3 more

Roland Deutsch is an Associate Professor of Social Psychology at Technische Universität Dresden. Previously, he held positions including Substituting Chair at the University of Jena (2009–2010) and Akademischer Rat auf Zeit (assistant professor equivalent) at the University of Würzburg (2006–2009). He obtained his PhD in Psychology from the University of Würzburg in 2003, advised by Prof. Dr. Fritz Strack, and holds a Diploma in Psychology from the same institution (1998). His research focuses on social cognition, automatic evaluations, and affective modulation of cognitive processes. Key areas include approach-avoidance behavior, semantic priming, and the interplay between reflective and impulsive social behaviors. He has contributed to journals like Psychological Science and the Journal of Experimental Psychology. Awards: Röntgen Preis 2007, Theoretical Innovation Prize 2003 (with Strack), and Fellow of the Society of Experimental Social Psychology. Editorial Roles: Associate Editor of Social Psychology (2009–2013), Editorial Board Member of European Journal of Social Psychology, Cognition and Emotion, and Social Cognition. Deutsch’s work bridges experimental methods with theoretical insights, examining how affective states and cognitive processes shape social behavior. His publications address topics such as stereotype perception, implicit attitudes, and the methodological challenges in measuring automatic evaluations.

• Second Language Acquisition
• Task-Based Language Teaching
• Multilingual Writing
• +3 more

Mahmoud Abdi Tabari is a Teaching Assistant Professor at the University of Nevada, Reno, specializing in applied linguistics with a focus on second language acquisition and task-based language teaching. His research explores task design characteristics, cognitive aspects of academic writing, and the impact of individual differences on L2 performance. Education: PhD in Applied Linguistics from Oklahoma State University (2018) His research interests include task complexity, written corrective feedback, and mixed-methods research designs. Recent work examines interactions between task repetition, rehearsal, and emotional states in L2 writing, as well as cognitive load dynamics in task-based contexts. Key themes in his publications involve analyzing linguistic complexity metrics, self-efficacy development, and pedagogical task sequencing models like the SSARC framework. Abdi Tabari's articles consistently address methodological innovations in measuring L2 outcomes, including cohesion analysis, automated text evaluation, and meta-analytic approaches to task sequencing effectiveness. He emphasizes the importance of task readiness factors such as planning and topic familiarity in shaping writing quality and affective responses.

Marianella CasasolaView profile

Professor

• Cognitive Development
• Language Acquisition
• Spatial Cognition
• +2 more

Marianella Casasola is Professor and Senior Associate Dean for Undergraduate Affairs at Cornell University's College of Human Ecology, with affiliations in the Department of Psychology and College of Arts and Sciences. Her research examines cognitive development and language learning in infants and young children, particularly focusing on the interaction between spatial cognition and language acquisition. She develops innovative methodologies to study how experiences like spatial language exposure and play activities advance spatial skills from infancy through early childhood. Research Focus Dr. Casasola's work investigates the co-development of spatial cognition and language abilities, utilizing naturalistic observations and experimental methods. Key research themes include: Spatial skill development and language acquisition trajectories Second language learning impacts on conceptual development Novel assessment tools for infant cognitive abilities Play-based interventions for spatial skill enhancement Her recent publications demonstrate a strong focus on methodological innovation, including remote testing protocols and eye-tracking applications for developmental research. Thematic analyses reveal consistent emphasis on spatial cognition, linguistic influences on cognitive development, and bilingual language processing across contexts. Dr. Casasola leads a research laboratory focused on infant and child development, mentoring students in empirical studies. She teaches undergraduate and graduate courses including Undergraduate Research in Psychology (PSYCH 4700), Empirical Research (HD 4010), and thesis supervision.

John SabatiniView profile

Research Professor

• Cognition
• Instruction and Learning Sciences
• Reading, Text, and Discourse Research
• +3 more

John Sabatini is a Distinguished Research Professor in the Department of Psychology and an affiliate of the Institute for Intelligent Systems at the University of Memphis. He holds a B.A. from the University of Chicago and a Ph.D. from the University of Delaware. His research focuses on cognition, instruction design, reading comprehension, educational assessment, and adult literacy. He has held significant roles, including Managing Principal Research Scientist at ETS, and has contributed to major initiatives like the NAEP Oral Reading Fluency Study and PIRLS. Sabatini’s work emphasizes scenario-based assessments and the integration of AI in education, with patents on virtual reading companion technology. He serves on advisory boards for organizations like the National Center for Family Learning and chairs conferences on text and discourse. His research addresses challenges in adult literacy, cognitive processing deficits, and the application of technology to enhance learning. Collaborations include projects funded by IES, NIH, and the Department of Education, focusing on interventions like the Strategic Adolescent Reading Intervention. His patents and publications highlight innovations in adaptive assessments and tools for language learners. Sabatini’s lab at the University of Memphis explores 21st-century literacy challenges, emphasizing AI-driven solutions and evidence-based practices.