جست‌وجوی استاد و پژوهشگر

Margreet Vogelzangمشاهده پروفایل

مدرس

• Psycholinguistics
• Language Processing
• Cognitive Neuroscience
• +۸ مورد دیگر

Dr. Margreet Vogelzang is a Lecturer in Psychology at Newcastle University and an affiliated researcher at Theoretical and Applied Linguistics within the Faculty of Modern and Medieval Languages and Linguistics at the University of Cambridge. Based at the English Faculty Building, 9 West Road, Cambridge, CB3 9DP, and affiliated with Trinity College at Cambridge, she maintains a dual institutional presence that reflects the interdisciplinary nature of her work. Her research program combines neuroscientific, psychological, linguistic, and statistical methodologies to investigate language and cognitive processing across the lifespan. She specializes in multilingual syntactic and semantic processing, employing both written and spoken language paradigms with offline (comprehension, judgments) and online (eye-tracking, EEG, fMRI) measures. Her work examines how hearing loss, socio-linguistic variables, and developmental conditions like autism spectrum disorder influence language processing mechanisms. Analysis of her recent publication record reveals three dominant research trajectories: (1) bilingualism effects on cognitive flexibility in autistic children, (2) neural and cognitive mechanisms of sentence processing in individuals with hearing loss, and (3) computational modeling of pronoun interpretation across diverse populations. These strands demonstrate her consistent focus on bridging theoretical linguistics with cognitive neuroscience to address practical questions about language processing variability. Dr. Vogelzang actively supervises several graduate students including Alexander Cairncross, Andromachi Tsoukala, and Chara Triantafyllidou, and serves as course contact for Li16: Psychology of language processing and learning at Cambridge. Her teaching portfolio includes psycholinguistics, neurolinguistics, cognitive science, and research methods, reflecting her methodological expertise across experimental and computational approaches.

• Education
• Psychology
• Behavioral Science
• +۷ مورد دیگر

Tommaso Feraco is an Assistant Professor at the University of Padova , focusing on the intersection of education , psychology , and behavioral science . His work examines how social, emotional, and behavioral skills (SEBS) influence academic performance, well-being, and developmental outcomes across diverse populations, including adolescents, adults, and individuals with specific learning disabilities. Research trends highlight his contributions to character strengths , self-regulated learning , and adaptability in educational contexts. He has also developed methodological tools to address clustering analysis limitations in data science. His recent publications investigate SEBS applications in career readiness , pro-environmental behavior , and mental health resilience .

Leone Buckleمشاهده پروفایل

مدرس

• Language Acquisition
• Cognitive Development
• Psycholinguistics
• +۳ مورد دیگر

Leone Buckle is a Lecturer in Psychology at the University of Manchester, affiliated with the Division of Psychology, Communication and Human Neuroscience. She holds a BSc in Psychology and Philosophy from the University of Liverpool, followed by an MRes and PhD in Psychology from the University of Manchester, funded by the ESRC. Her research focuses on how environmental experiences, such as exposure to linguistic input and real-life events, shape children’s language development. Key interests include syntactic priming, integration of linguistic and social cues during conversation, and diversity representation in children’s literature. Her teaching includes courses like PSYC10421: Introduction to Cognition and PSYC31121: Language and Communicative Development in Educational Settings. Research methods employed include syntactic priming experiments, eye-tracking, corpus analysis, and online questionnaires. She is currently supervising PhD students in areas related to her research. Recent work explores how social contingencies in video/audio interactions influence grammatical learning and examines the relationship between short-term priming effects and long-term language acquisition. Collaborations include projects with the University of Edinburgh and Warwick, focusing on language experience and development. She emphasizes interdisciplinary approaches bridging developmental psychology, psycholinguistics, and linguistic theory.

Sunah Chungمشاهده پروفایل

استادیار

• Children's Literature
• Informational Picture Books
• Biography
• +۴ مورد دیگر

Sunah Chung is an Assistant Professor of Literacy Education at the Department of Literacy, Early Childhood, and Special Education within the College of Education at the University of Northern Iowa. Her work focuses on children's literacy development through engagement with children's literature, particularly informational picturebooks and biographies, with additional emphasis on supporting English language learners. PhD in Curriculum and Instruction from University of Illinois at Chicago B.A. in English Language Education from Chung-Ang University Her research explores equity and inclusivity in children's literature, multimodal literacy support for bilingual learners, and disciplinary knowledge development through visual texts. She actively bridges theory and practice by leading initiatives like the UNI America Reads Book Club and the Science of Reading Lab. Recent publications analyze power dynamics in biographies, multimodal strategies for immigrant families, and cross-cultural responses to Indigenous incarceration narratives. She co-edits studies on Chinese nonfiction picturebooks and children's visual literacy interpretation. Current projects include: UNI America Reads Book Club (after-school program for 4th graders) Science of Reading Lab (maker-space for pre-service teachers)

Angela Falter Thomasمشاهده پروفایل

دانشیار

• Teacher Education
• English Language Arts
• Middle Childhood Education
• +۴ مورد دیگر

Angela Falter Thomas, Ph.D., serves as Associate Professor, AREP Coordinator, and Middle Childhood Education & MCE Endorsement Coordinator at Bowling Green State University's School of Inclusive Teacher Education within the College of Education & Human Development. A faculty member since August 2009, she teaches courses including Middle Childhood Language Arts, Phonics Instruction, and Reading Methods while coordinating key educator preparation programs. Education: Ph.D., The Ohio State University (2009) M.A., Heidelberg University (1993) B.S., Bowling Green State University (1989) Dr. Thomas's research centers on enhancing teacher content knowledge and pedagogy in English language arts for middle childhood education through teacher inquiry, professional development, and preparation. Her work addresses literacy instruction, reading workshop models, vocabulary development, and technology integration to improve student learning outcomes. She examines how innovative approaches like literature circles and digital tools transform reading engagement and comprehension. Her 2012-2015 scholarly output reveals a consistent focus on literacy education across multiple contexts, with recurring themes in middle school reading motivation, technology-enhanced instruction, and teacher development. Publications span journals including Voices from the Middle and Journal of Ethnographic and Qualitative Research, emphasizing practical applications for classroom educators. Scientific Awards: National Board Certified Teacher (2007) - Early Adolescent English Language Arts National Board Certified Teacher (2004) - Early Childhood Generalist Dr. Thomas secured $27,500 in external funding as Principal Investigator for Library of Congress (2015) and NEA (2012) grants supporting literacy initiatives. She actively serves the profession through International Reading Association committee work and manuscript reviewing for Journal of Adolescent and Adult Literature and Voices from the Middle. In memory of her deceased daughter Christi, she advocates for pediatric cancer research while championing her motto: 'Those who love teaching teach others to love learning!'

• contemporary British literature and culture
• children's and young adult literature
• cognitive approaches to literature
• +۶ مورد دیگر

Susanne Reichl is a full Professor at the Department of English and American Studies within the Faculty of Philological and Cultural Studies at the University of Vienna. She serves as Head of the interdisciplinary research platform Mediatised Lifeworlds: Young people's narrative constructions, connections and appropriations, a position she has held since autumn 2021 for its second period. Reichl maintains an active teaching schedule, offering courses on contemporary British literature, children's and young adult literature, and teaching methodology for literature and culture. Her research interests span contemporary British literature and culture, children's and young adult literature, cognitive approaches to literature, tales of time travel, Black and Asian British literature, and teaching literature at university and school. Reichl's work demonstrates a consistent focus on how young people engage with literature and media, particularly examining narrative construction in digital environments and the intersection of reading practices with identity formation. Reichl's recent publications reveal a strong trend toward interdisciplinary research connecting literary studies with media studies, cognitive science, and educational theory. Her work on youth media practices, particularly through the #YouthMediaLife platform, demonstrates innovative approaches to understanding how young people navigate contemporary digital landscapes through narrative construction. She has made significant contributions to understanding time travel narratives, multimodal literature, and social reading practices, particularly on platforms like Goodreads. Figdor-prize of the Austrian Academy of Sciences for literary studies (2005) Erwin-Schrödinger international scholarship by the FWF (Austrian research fund) (2005/2006) Reichl has supervised numerous master's students, though she has announced she cannot take on new master supervision until March 2026. Her research platform Mediatised Lifeworlds has secured significant institutional support at the University of Vienna, indicating successful grant acquisition. Reichl maintains an active research agenda with consistent publication output across multiple formats including monographs, edited collections, journal articles, and book chapters. As Head of the interdisciplinary research platform Mediatised Lifeworlds, Reichl leads a collaborative team examining young people's narrative constructions in digital environments. This platform brings together researchers from multiple disciplines to investigate how youth appropriate and connect through mediatised experiences, with particular attention to the narrative frameworks they employ in social media and other digital spaces.

• Cognitive Science
• Psycholinguistics
• Multilingualism
• +۴ مورد دیگر

Jon Andoni Duñabeitia is a Full Professor at the School of Languages and Education of Universidad Nebrija in Madrid. He serves as Director of the Centro de Investigación Nebrija en Cognición (CINC) and the International Chair in Cognitive Health . With an h-index of 43 (Scopus), he has published 170+ articles across psycholinguistics, multilingualism, cognitive training, and virtual reality applications in education. His research examines how language processing interacts with cognitive load, emotional modulation, and technological innovation. Principal Investigator for 8+ projects funded by Spanish Government, Basque Government, BBVA Foundation Associate Editor and Editorial Board Member of high-impact journals Recognized among Spain's top 3% scientists across all disciplines Recent publications span topics including: Second-language reading dynamics in VR environments Multilingual cognitive interactions in neurological conditions Emoji/typographic effects on word processing Computerized cognitive assessment and training systems He actively contributes to scientific meetings as invited speaker across Europe, Asia, and Americas. His work bridges basic research in psycholinguistics with applied technologies for cognitive health.

Mellinee Lesleyمشاهده پروفایل

استاد

• Critical Literacy
• Critical Media Literacies
• Adolescent Literacies
• +۷ مورد دیگر

Dr. Mellinee Lesley is a Professor in the Language, Diversity & Literacy Studies program at Texas Tech University's College of Education. She serves as Associate Vice Provost for Outreach and Engagement, leading the Community Engaged Learning initiative. Previously, she worked as a high school English teacher and directed a developmental reading program. Ph.D. in Language in Education, Reading/Writing/Literacy from University of Pennsylvania M.A. in English, Rhetoric and Teaching of Composition from New Mexico State University B.A. in English from University of Iowa Her research focuses on critical literacy , disciplinary writing , and equity in education , particularly for marginalized student populations. She explores intersections of media literacies , gender identity , and literacy reform in K-12 settings. Recent publications highlight trends in adolescent writing pedagogy , critical media frameworks , and community-engaged scholarship . Her work bridges high-stakes testing contexts with student-centered literacy approaches . Community Engagement Scholarship Award for Exemplary Projects (APLU/W.K. Kellogg Foundation) Fellow of the National Writing Project Dr. Lesley mentors graduate students in engaged scholarship and examines the democratization of knowledge through collaborative research methodologies . She co-founded the Llano Estacado Writers' Alliance to support equitable literacy practices.

Janice Blandمشاهده پروفایل

استاد

• Children's Literature
• English Language Education
• Creative Writing
• +۵ مورد دیگر

Janice Bland is a Professor of English Education at Nord University, Norway, focusing on preparing student teachers for English language and literature education in primary and secondary schools. Her work emphasizes creativity, critical literacy, and the use of children’s literature (from picturebooks to young adult fiction) in fostering intercultural understanding and global competence. She specializes in integrating creative writing, visual literacy, and drama into language pedagogy. Research interests include leveraging literature to address contemporary global issues, intercultural learning, and the role of creativity in ELT. She is editor-in-chief of the Children’s Literature in English Language Education journal and authored Children’s Literature and Learner Empowerment (2013), among other publications. Her scholarly work often critiques traditional pedagogical approaches, advocating for deep, context-rich learning through literature. Articles emphasize themes like interculturality, critical literacy, and the transformative potential of creative writing in education. She has edited volumes addressing young learners and challenging reading materials for 8–18-year-olds. Bland’s contributions span teacher education methodologies, curriculum design, and the application of drama and visual media in language classrooms. Her research underscores the importance of empowering students through literature that engages with diverse perspectives and contemporary societal challenges.

Janet van Hellمشاهده پروفایل

استاد

• Bilingualism
• Second Language Acquisition
• Neurocognitive Processes in Language Development
• +۳ مورد دیگر

Janet van Hell is Professor of Psychology and Linguistics at Pennsylvania State University , where she also serves as Co-Director of the Social, Life, and Engineering Sciences Imaging Center (SLEIC) and Co-Director of the Center for Language Science . She leads the Bilingualism and Language Development (BiLD) Lab , investigating neurocognitive aspects of bilingual language use. Education: Ph.D., University of Amsterdam, 1998 Research Interests: Her work centers on bilingualism , second language acquisition , and the neurocognitive mechanisms underlying language development. Using EEG/ERP , behavioral, and linguistic techniques, her lab explores cross-language interaction, code-switching, and foreign-accented speech comprehension. The ‘brain bus’ , a mobile EEG lab, extends her research into schools and public outreach. Publications Overview: Her recent publications span bilingual phonetics , syntax processing , memory consolidation , and executive control , with a focus on EEG/ERP methodologies and experimental behavioral paradigms . Studies often involve heritage speakers , child bilinguals , and late L2 learners . Advising & Collaborations: Advises numerous PhD students and postdocs, many co-authoring papers (marked with *). Collaborates across Psychology, Linguistics, and Neuroscience departments. Leads outreach via the ‘brain bus’ for public engagement in science. Labs & Centers: BiLD Lab – Bilingualism and Language Development Lab SLEIC – Co-Director, Social, Life, and Engineering Sciences Imaging Center Center for Language Science – Co-Director

Heidi Baselerمشاهده پروفایل

مدرس ارشد

• Visual Neuroscience
• Neuroimaging
• Sensory Processing
• +۴ مورد دیگر

Dr. Heidi Baseler is a Senior Lecturer in Imaging Sciences at the Hull York Medical School and the Department of Psychology , University of York . She serves as INSPIRE Programme Lead for undergraduate research and contributes to research governance and public/patient involvement in research through committees like the York Neuroimaging Centre Research Governance Committee and Involvement@York . Education : AB in Biology/Psychology from Dartmouth College (1986), PhD in Vision Science from University of California, Berkeley (1995) Career : Research Fellow at Stanford, Smith-Kettlewell Eye Research Institute, and University of York; Lecturer in Imaging Sciences at Hull York Medical School (2012-2021) Her research focuses on neural mechanisms for central/peripheral vision processing, cortical responses to sensory loss (e.g., AMD, deafness), and neuroprotective strategies like photobiomodulation. Techniques include structural and functional MRI , magnetic resonance spectroscopy , multifocal EEG , and electroretinography . Key findings include cortical reorganization in macular degeneration and superior visual performance in deaf adults. Recent article trends highlight: Neuroimaging biomarkers for AMD progression Cross-modal plasticity in deaf individuals Long-term effects of sensory deprivation on brain structure Photobiomodulation for neurodegeneration Functional connectivity in face-selective regions Contrast perception dynamics across aging Scientific awards include: Exceptional Contribution to Student Experience Finalist , Hull York Medical School (2024) Pursuing Excellence Award , Hull York Medical School (2023) Vice-Chancellor's Teaching Award , University of York (2020) Multiple Teacher of Excellence Finalist recognitions (2016-2018) She teaches undergraduate medical students in Foundations of Medicine and Neurological Diseases , and supervises MSc Cognitive Neuroscience projects. Collaborations span institutions like University of Hull , University of Lille , and University of Regensburg . Current students include Sharyfah Alasiri (PhD, Biomedical Sciences) and Erin English (PhD, Psychology) at the University of York.

Suzanne Flynnمشاهده پروفایل

استاد

• Second Language Acquisition
• Linguistics
• Syntax
• +۴ مورد دیگر

Suzanne Flynn is a Professor of Foreign Languages and Linguistics at the Massachusetts Institute of Technology (MIT), affiliated with the Department of Linguistics and Philosophy. Her research focuses on Second Language Acquisition (SLA), Syntax, Semantics, and the intersection of Universal Grammar with language learning mechanisms. She has contributed significantly to theories such as the Cumulative-Enhancement Model for multilingualism and the Parameter-Setting Model in SLA. Education: Not explicitly mentioned, but her academic roles and publications suggest advanced degrees in Linguistics. Affiliations: MIT Linguistics and Philosophy Department, involvement in academic societies and conferences. Her work explores syntactic and semantic factors in SLA, including free relative clauses, third language acquisition, and the role of cognitive constraints in language learning. Key contributions include co-editing volumes on SLA theories and co-authoring foundational texts like Theoretical Second Language Acquisition (2006). She has also published extensively in journals such as Behavior and Brain Sciences and International Journal of Multilingualism . Research Themes: Universal Grammar, syntactic parameters, comparative language acquisition (children vs. adults). Though no specific awards are listed, her impactful publications and academic leadership reflect scholarly recognition. Her advising and grants are not detailed here, but she has supervised collaborative projects with colleagues like B. Lust and G. Martohardjono. She is involved in the MIT Linguistics community, contributing to pedagogical innovation and theoretical discourse in language studies.

Lisa Sandersمشاهده پروفایل

استاد

• Cognitive Neuroscience
• Developmental Science
• Auditory Perception
• +۷ مورد دیگر

Lisa Sanders is a Professor in the Department of Psychological and Brain Sciences at the University of Massachusetts Amherst. She leads the Neurocognition and Perception Laboratory and is affiliated with the Neuroscience & Behavior Graduate Program, Center for Research on Families, Healthy Development Initiative, Initiative in Cognitive Science, and the Institute for Applied Life Sciences. PhD, 2001, University of Oregon Her research lies at the intersection of cognitive neuroscience and developmental science, focusing on auditory perception, speech processing, and selective attention across the lifespan. She investigates how listeners process speech in noise, how prosody and rhythm influence perception, and the neural mechanisms underlying attentional allocation in both speech and music. Her work employs behavioral, EEG, and ERP methodologies with participants ranging from toddlers to older adults. The most recent publications highlight a strong trend in temporal attention, speech segmentation, and the influence of prosody and musical structure on perception. Her research increasingly explores cross-modal and developmental aspects of auditory cognition, using artificial languages and controlled stimuli to isolate perceptual mechanisms. Collaborative work extends into emotional decision-making and visual attention. Lisa Sanders has not been mentioned as receiving any scientific awards in the provided text. She advises graduate students through the Neuroscience & Behavior program and leads a multidisciplinary research team. Her lab conducts externally funded research projects such as LiveNoise, SpeechRate, PrecedNoise, and PhonoLearn, often in collaboration with researchers across departments and institutions. While specific grants are not listed, her sustained research output and lab operations imply active grant support. She directs the Neurocognition and Perception Laboratory at Tobin Hall, where her team investigates neural and cognitive mechanisms of perception using electrophysiological and behavioral methods. The lab fosters collaboration across psychology, linguistics, neuroscience, and communication disorders.

• Inclusive Education
• Special Education
• Pedagogy for Intellectual Disabilities
• +۵ مورد دیگر

Dr. Judith Riegert is a Research Associate at the Humboldt University of Berlin, Faculty of Humanities, Social Sciences, and Education, working at the Institute of Rehabilitation Sciences in the Department of Education for People with Intellectual Disabilities. She has been in this position since October 2016, with previous experience as Research Associate and Program Coordinator at the same institution. Her academic journey includes serving as Deputy Professor at Leibniz University Hannover (2016-2018) and as a Visiting Professor at Humboldt University (2019). 1997-2002: Studies at Justus Liebig University of Giessen and Heidelberg University of Education 2003-2004: Traineeship at Seminar for Didactics and Teacher Training Heidelberg 2004-2006: Special education teacher at Carl Orff Special School 2012: Completed doctorate (Dr. phil.) at Humboldt University Dr. Riegert's research focuses on educational theory questions in intellectual disability contexts, trans- and intermediality in inclusive literature teaching, pedagogical professionalization for inclusive subject teaching, and participation of adults with severe disabilities. Her work bridges theoretical frameworks with practical classroom applications, examining how to create meaningful learning experiences across subject areas while maintaining academic rigor. She investigates the tension between educational standards and individualized instruction, particularly in German, history, and mathematics education. Her recent publications demonstrate a strong focus on participation frameworks for people with severe disabilities, inclusive teaching methodologies across subject areas, and the development of pedagogical approaches that bridge educational theory and classroom practice. Her work consistently addresses the challenge of maintaining subject integrity while adapting instruction to diverse learning needs. November 5, 2014: Prize for Good Teaching 2014 from Humboldt University's Faculty of Humanities, Social Sciences and Education February 16, 2016: Honorary certificate from Polytechnische Gesellschaft Foundation for the 'Animals in Numbers' project Dr. Riegert provides academic advising for special education and primary school teaching students (surnames He to Z), supervises bachelor's and master's theses, and offers consultation hours both in person and via Zoom. Her advising focuses on supporting students in the M.Ed. program, particularly addressing application concerns and transcript issues. As a member of the German Society for Educational Science (DGfE), she contributes to research teams examining inclusive education methodologies and implementation of inclusive practices across educational settings.

Elizabeth Johnsonمشاهده پروفایل

استاد

• Language Acquisition
• Speech Perception
• Cognitive Development
• +۳ مورد دیگر

Dr. Elizabeth Johnson serves as Professor of Psychology at the University of Toronto Mississauga (UTM), holding the Canada Research Chair in Spoken Language Acquisition. She is cross-appointed to the Graduate Department of Linguistics and directs the University of Toronto's Tri-Campus Graduate Program in Psychology, leading interdisciplinary research on language acquisition through the Child Language and Speech Studies (CLASS) Lab in UTM's Communication, Culture and Technology Building. Her academic foundation includes a B.A. in Brain and Cognitive Sciences from the University of Rochester (with a Take Five program in Developmental Biology & Evolution), followed by M.A. and Ph.D. degrees in Psychological & Brain Sciences from Johns Hopkins University. She completed postdoctoral training at the Max Planck Institute for Psycholinguistics and spent semesters at MIT's Speech Group during her doctoral studies. Dr. Johnson's research examines how perceptual, cognitive, and social mechanisms enable children's rapid language mastery, with emphasis on speech perception, multilingual development, accent processing, and infant speech segmentation. Her work bridges developmental psychology, linguistics, and speech sciences to investigate topics including audio-visual speech perception, word-learning heuristics, prosody acquisition, and voice recognition—all contextualized within UTM's linguistically diverse community. Analysis of her recent publications reveals intensifying focus on real-world applications of language acquisition research, particularly voice assistant technology for children, pandemic impacts on language development, and sociolinguistic factors in educational settings. Her work increasingly explores accent variation effects across development and the cognitive mechanisms underlying talker recognition. Dr. Johnson's scientific recognition includes: Canada Research Chair in Spoken Language Acquisition She actively mentors graduate researchers: PhD Students: Emily Shroads (June and David Scott Fellowship recipient) Recent PhD Graduates: Priscilla Fung (SSHRC Postdoctoral Fellow), Madeleine Yu Undergraduate Support: NSERC USRA (Christopher Khalaf), SSHRC UTEA (Gabriella Di Maio, Alexandra Maracz) Research Funding: SSHRC Insight Grants, NSERC Discovery Grants The CLASS Lab functions as an interdisciplinary hub collaborating with UTM's Developmental Science Cluster, Centre for Biological Communication Systems, and Infant and Child Studies Centre. Its community-engaged research leverages linguistic diversity in the Greater Toronto Area to translate foundational science into practical applications for child development and educational technology.