جست‌وجوی استاد و پژوهشگر

Camilla Bardelمشاهده پروفایل

استاد

• Third Language Acquisition
• Cross-Linguistic Influence
• Multilingualism
• +۶ مورد دیگر

Camilla Bardel is a full Professor at the Department of Teaching and Learning , Stockholm University. Her research focuses on third language acquisition , cross-linguistic influence, and language education with a specialization in Romance languages. She leads research groups on Multilingualism and Third Language Acquisition and RomSLA (Romance Languages and Second Language Acquisition), while collaborating with projects like TAL (Teaching, Assessment and Learning of second foreign languages) and FRAM (Foreign Language Education Research School). PhD in Italian from Lund University (2000) Full Professor at Stockholm University since 2010 Former Professor of Italian at Department of French, Italian and Classics (2013–2014) Her research examines how multilingual learners acquire third languages, particularly focusing on grammatical aspect, lexical profiling, and syntactic transfer. Key projects include studies on the role of explicit metalinguistic knowledge in L3 acquisition, the development of lexical sophistication tools for L2/L3 oral production, and alignment between teaching, learning, and assessment in Swedish language education. She has contributed extensively to understanding transfer from L1/L2 to L3, with a particular focus on Germanic syntax and Romance language structures. Recent publications analyze intercomprehension in L3 judgment tasks, oral proficiency trends in Swedish lower secondary schools, and academic vocabulary assessment tools. She co-organized the 2025 postgraduate course on Third Language Research with Ylva Falk, emphasizing empirical methodologies and multilingual education theories.

• Japanese Language Education
• International Student Career Development
• Conversational Data Analysis
• +۴ مورد دیگر

Masumi Toramaru is a Professor at the Center for Japanese Language at Waseda University , with a focus on Japanese language education for international students and career development support. Her work spans sociolinguistic analysis, hybrid learning models, and cross-organizational career support systems. Education: PhD and Master's in Japanese Language Education from Waseda University Her research emphasizes dialogue-based career education , conversational data analysis , and multimodal teaching materials . Recent publications explore agency cultivation through dialogue, life skills development, and career autonomy for international students. She leads projects funded by the Japan Society for the Promotion of Science, including cross-organizational career support systems and PBL (Project-Based Learning) program development. Scientific Leadership: President of Association for Language and Culture Education Research Vice-chairman of Academic Japanese Group Study Group Editorial Committee Member of Society for Sociolinguistic Sciences Editor-in-Chief of Journal of Japan Society for Language and Culture Education (2018-2022) Her projects focus on career awareness analysis , web-based lecture comprehension tools , and interactional competence development through conversational data.

• Psychology of Emotions
• Facial Expression Analysis
• Eye-Tracking Methodologies
• +۳ مورد دیگر

Mélanie Perron is an Associate Professor in the Department of Psychology at Laurentian University's School of Social Sciences. Her office is located in the Arts Building (A-241), and she can be contacted via email at mperron@laurentian.ca or phone at 705.675.1151 ext. 4010. Education includes: Postdoctorat, Université du Québec en Outaouais PhD Psychology, Ottawa University BA Psychology, Ottawa University Academic Appointments: Associate Professor, Psychology Department, Laurentian University (2014-2020) Assistant Professor, Psychology Department, Laurentian University (2007-2014) Her research investigates emotion processing through facial expression analysis and eye-tracking, with emphases on: Smile authenticity and emotional residue in clinical populations Child development of emotion recognition capabilities Perceptual-attentional mechanisms in fear/surprise differentiation Visual cognition during shared reading activities She employs rigorous experimental designs to examine how children and adults decode emotional cues. Publications demonstrate consistent focus on emotion perception across developmental and clinical contexts, with recent work (2016-2020) examining: Substance use disorders and emotional functioning Schizophrenia-related expression judgment differences Pedagogical strategies for emotion comprehension Cross-cultural emotion recognition patterns No scientific awards or lab affiliations are mentioned in the source material. Student advising and grant activities are not detailed.

Tatjana Jeschمشاهده پروفایل

استاد

• Narratology
• Psychoanalytic Literary Studies
• Fairy Tale Research
• +۴ مورد دیگر

Tatjana Jesch is Professor for Modern German Literature and its Didactics at the University of Education Freiburg, where she has held her position since 2010. Her academic career spans multiple German institutions, including teaching appointments at universities in Bremen, Lüneburg, Heidelberg, and Kassel between 1997-2006. She maintains active memberships in numerous scholarly organizations including the German Literary Scholars Association, European Narratology Network, and the Society for Children's and Young Adult Literature Research. Professor Jesch's research focuses on narratology, psychoanalytic literary studies, fairy tale research, children's and young adult literature, and literary didactics. Her work frequently bridges literary theory with educational practice and cognitive science. She has developed approaches examining how narrative structures function in literary texts and their implications for teaching literature, with particular attention to cognitive processing of texts and multimodal learning approaches. Her publication record shows a consistent trajectory from early work on fairy tales and children's literature to more recent explorations of global crisis narratives and the intersection of religion and violence in literature. Professor Jesch has demonstrated increasing engagement with interdisciplinary applications of narratology, particularly in narrative medicine and cognitive literary science. Awarded by the Vice President for Research at Leuphana University Lüneburg as outstanding scientific presentation Co-editor of 'Freiburger literaturpsychologische Gespräche' book series since 2014 Recipient of DFG scholarship (1993-1996) in the Graduate College for Aesthetic Education at University of Hamburg Professor Jesch has supervised numerous academic projects and lectures across Germany and Switzerland. She has developed research on narrative comprehension, particularly regarding how students process implicit meanings in texts, and has explored applications of narratology in medical contexts, analyzing patient narratives following brain injuries. Her work with the Freiburg Working Group for Literature and Psychoanalysis provides a collaborative framework for interdisciplinary research at the intersection of literature, psychology, and education.

• Audiology
• Speech-Language Pathology
• Hearing Rehabilitation
• +۲ مورد دیگر

Merve Çınar Satekin serves as Regular Faculty in the Department of Language and Speech Therapy within the Faculty of Health Sciences at Muğla Sıtkı Koçman University. Her academic trajectory includes a Bachelor's degree in Audiology from Istanbul University (2015), Master's in Audiology and Speech Pathology (2018), and Doctorate in Audiology and Speech Pathology from Ankara University (2023). Research focuses on critical audiology domains including tinnitus mechanisms, pediatric hearing rehabilitation, and cognitive impacts of auditory disorders. Her work bridges clinical practice with translational research, particularly examining pandemic effects on auditory perception and innovative interventions like transcutaneous nerve stimulation for tinnitus management. Recent publications demonstrate strong emphasis on Turkish population-specific adaptations of diagnostic tools. Analysis of her 15 most recent publications reveals dominant themes in pediatric audiology (47%), tinnitus pathophysiology (33%), and cross-cultural test validation (20%). Key trends include growing collaboration with Ankara University's İbni Sina Hospital and increasing focus on EU-funded rehabilitation scalability projects. Current teaching responsibilities include graduate-level courses: Audiology I/II, Clinical Study I, Therapy Plan Development, and Alternative Communication Systems. She contributes to the EU project "Scalable hearing rehabilitation for low and middle income countries" as a researcher, and serves on the editorial board of Samsun Sağlık Bilimleri Dergisi.

Brian Kelleyمشاهده پروفایل

استادیار

• Literacy Studies
• Linguistics
• Queer & Gender Studies
• +۵ مورد دیگر

Brian Kelley is an active Assistant Professor in the Academic Literacy and Linguistics department at Borough of Manhattan Community College (BMCC), part of the City University of New York (CUNY) system. He serves as secretary of the college-wide Curriculum Committee and is a member of both the University Faculty Senate and BMCC Senate. Dr. Kelley identifies as a cis-gender queer male who uses pronouns he/him/his, though he is open to any pronouns used without harmful intent. Dr. Kelley's educational background includes a Ph.D. in Language & Literacy from Fordham University (2015), an MA in Reading Specialist from New Jersey City University (2008), and a BA in English (Honors) with a Minor in Women's and Gender Studies (2002). He has developed numerous courses including ACL 125, ACL 175, ACL 195, ACL 200, ACL 250, CRT 196, CRT 200, CRT 300, and LIN 300, among others. His research interests span literacy studies (the study of literacy practices as social acts), linguistics, queer & gender studies, children's and young adult literature (particularly sequential art narrative), composition and rhetoric, and education. His scholarly work examines the interdisciplinary intersections of queerness, affect, discourse, and trauma. His publications demonstrate a consistent focus on graphic novels and media literacy, with his most recent publication appearing in 2021. Dr. Kelley is the founder and coordinator of the Queer Communities Faculty Interest Group and Comics Studies Faculty & Staff Interest Group. He is co-coordinator of the BMCC Pride Alliance and co-chair of the SafeZone Education and Curriculum Committee. He also serves as program coordinator for the Literacy Studies program, which he helped develop. Reviewer for New Jersey English Journal and Study and Scrutiny Co-Liaison to CUNY-wide LGBTQIA+ Consortium and Council Mentor for Pride Mentoring Network Member of International Literacy Association and National Council of Teachers of English Certified in Writing Intensive instruction, online teaching, and honors instruction Dr. Kelley has developed comprehensive SafeZone curriculum including SafeZone 101: Introduction to Allyship, SafeZone 201: Becoming Advocates and Agents, and is working on SafeZone 301: Restorative and Joyful Education. He has also completed professional development in Open Education Resources/Zero Textbook Course (OER/ZTC), Quantitative Reasoning, Global Competencies, and other educational initiatives.

• American Sign Language Linguistics
• ASL Curriculum Development
• Deaf Culture Studies
• +۳ مورد دیگر

Cynthia Sanders serves as Associate Professor in the Department of ASL and Interpreting Education at Rochester Institute of Technology's National Technical Institute for the Deaf (NTID). She teaches advanced ASL courses including American Sign Language IV, VII, Intermediate ASL II, and Linguistics of ASL, requiring students to engage with Deaf communities and achieve specified ACTFL proficiency levels. Her research focuses on ASL linguistics (particularly pragmatics and speech act theory), innovative curriculum development for workplace settings, and Deaf cultural studies . Recent work examines indirect message interpretation in ASL, e-curriculum design, and historical analysis of residential schools' cultural impacts. Teaching emphasizes cultural protocols alongside linguistic competence, with courses requiring community engagement and advanced narrative construction. Scholarly output from 2010-2013 shows consistent focus on practical ASL applications, with the ASL at Work curriculum system representing significant pedagogical contribution. Publications demonstrate methodological diversity spanning theoretical linguistics, educational technology, and sociocultural analysis, particularly addressing workplace communication needs and historical assimilation contexts. Recognition includes: Seed Funding Award from Provost's Sponsored Research Services (2013) for "OH-I-SEE" project Dr. Sanders maintains active research-teaching integration through NTID's Rosica Hall Research Festival and collaborations with Dawn Sign Press. Her work addresses critical gaps in professional ASL development while contributing to broader understanding of Deaf cultural preservation and workplace integration challenges.

Anna Steenberg Gellertمشاهده پروفایل

دانشیار

• Reading Development
• Reading Disabilities
• Dyslexia
• +۴ مورد دیگر

Anna Steenberg Gellert serves as Associate Professor at the University of Copenhagen's Department of Nordic Studies and Linguistics, conducting research at the Centre for Reading Research. Her work focuses on reading and language development disorders, specializing in intervention studies and innovative assessment development for early identification of reading difficulties. Her educational background includes a PhD from the University of Copenhagen, completed during her PhD fellowship (2009-2012). Prior positions include Postdoc (2012-2014), Research Assistant (2006-2009), and Visiting Associate Professor at the University of Leeds (2019-2022). Gellert's research spans reading development, dyslexia identification, vocabulary acquisition, and dynamic assessment methodologies. She leads projects evaluating morphological vocabulary interventions, predicting reading disabilities in second-language learners, and developing digital assessment tools like the electronic Dynamic Orthographic Test (eDOT). Her work emphasizes longitudinal prediction models and equitable identification methods for at-risk populations. Recent publications reveal strong trends toward computerized dynamic assessment tools for early dyslexia detection and vocabulary growth prediction, with increasing focus on second-language learners and digital implementation. Her 93 research outputs demonstrate consistent contributions to educational psychology and reading science. Gellert actively disseminates knowledge through 63 documented activities including peer review for Annals of Dyslexia and Journal of Communication Disorders, 13 media contributions since 2016 on dyslexia interventions, and workshops for educators on early identification strategies. She teaches courses in language testing, dynamic assessment, and reading difficulties across multiple Danish universities. As a core member of the Centre for Reading Research, she collaborates with interdisciplinary teams to develop evidence-based interventions and assessment tools, with recent work focusing on electronic implementation of dyslexia screening for vulnerable populations.

Frédérique Artusمشاهده پروفایل

مدرس

• Language assessment
• Adult education and training
• University pedagogy
• +۳ مورد دیگر

Frédérique Artus serves as a University Pedagogy Advisor at Université de Mons (UMONS), where she has coordinated the Pedagogical Support Service since 2010. With an interdisciplinary background combining linguistics and educational sciences, she brings extensive experience from both academic and professional contexts to her role in advancing teaching and learning practices across the university. Her research focuses on several key areas within educational sciences: Language assessment methodologies Adult education and training programs University pedagogy and teaching excellence Success support systems (EEE) Training frameworks for adults returning to education Artus actively contributes to the scholarly community through her membership in several professional associations including the Association for the Development of Evaluation Methodologies in Education, the International Association of University Pedagogy, and BSQF. Her work bridges theoretical educational research with practical applications in higher education settings, particularly in supporting both faculty development and student success initiatives at UMONS. Her professional journey includes significant experience beyond academia, having managed an international scientific association in the medical sector for seven years and served as an agent for the Walloon Region's General Directorate of Economy and Employment, focusing on Asian foreign investments. This diverse background informs her comprehensive approach to educational challenges.

• Pediatric Audiology
• Auditory Processing Disorders
• Newborn Hearing Screening
• +۲ مورد دیگر

Shannon B. Palmer is a Professor in the Department of Communication Sciences and Disorders specializing in pediatric audiology and auditory processing. Her clinical work focuses on pediatric and adult hearing assessment using behavioral and electrophysiological techniques, with particular dedication to improving hearing care for children through initiatives like the Michigan Midwives Newborn Hearing Screening Program. Dr. Palmer's educational background includes: MPH in Public Health Practice from Central Michigan University (2024) PhD in Speech, Language, Hearing Sciences from the University of Connecticut (2011) AuD in Audiology from the University of Connecticut (2009) BS in Communication Disorders from Emerson College (2005) Her research centers on advancing newborn hearing screening protocols (especially for community births) and utilizing electrophysiological testing to evaluate auditory processing abilities. This work directly informs clinical practice through updated pediatric testing techniques and early hearing loss identification strategies. Analysis of her publication record (2009-2024) reveals two dominant research trajectories: 1) Evolution from standard newborn screening to community-based implementation models, and 2) Progression from basic electrophysiological gap detection studies to complex multisensory integration research. Her recent work increasingly incorporates public health frameworks, particularly evident in 2024 publications addressing midwifery collaboration. Professional recognition includes: Certificate of Clinical Competence in Audiology (CCC-A) Dr. Palmer actively mentors through co-authored publications and teaches specialized graduate courses including Pediatric Audiology and Auditory Processing Disorders. Her Michigan Audiology License enables direct clinical supervision within state healthcare systems. Though no formal lab structure is documented, her research operates through clinical partnerships focused on translating electrophysiological findings into practical screening protocols and assessment tools, particularly for underserved birth settings.

• Neuropsychology
• Epilepsy
• Traumatic Brain Injury
• +۷ مورد دیگر

Dr. Sara J. Swanson is a Professor and Division Chief of Neuropsychology in the Department of Neurology at the Medical College of Wisconsin. She also holds adjunct appointments as an Associate Professor in the Psychology Department at the University of Wisconsin-Milwaukee and as a Clinical Associate Professor in the Psychology Department at Marquette University. Dr. Swanson is a Clinical Neuropsychologist at Froedtert Memorial Lutheran Hospital and St. Luke's Medical Center, and she is a member of both the Neuroscience Research Center and the Wisconsin Institute of NeuroScience (WINS). Dr. Swanson's research primarily focuses on the neuropsychology of epilepsy, with special emphasis on presurgical evaluation using functional MRI and Wada testing. Her work examines language lateralization, memory assessment, and cognitive outcomes following epilepsy surgery. She has been involved in numerous multicenter collaborations, particularly through the FMRI in Anterior Temporal Epilepsy Surgery (FATES) Study group. Her research has significant clinical implications for improving surgical outcomes and understanding brain-behavior relationships in epilepsy patients. Analysis of Dr. Swanson's recent publications (2020-2025) reveals a continued focus on predicting cognitive outcomes following epilepsy surgery using advanced neuroimaging techniques. Her work increasingly incorporates multicenter data collection and standardized assessment protocols. Key themes include the relationship between fMRI findings and postoperative naming/memory outcomes, application of standardized cognitive classification systems to epilepsy, and exploration of novel approaches to neuromodulation therapies. Outstanding Teachers for 2008-2009, Medical College of Wisconsin Senior Female Faculty Pin Ceremony Fellow, Division 40 of the American Psychological Association Alumni Merit Scholarship, Washington State University Paul Dupertuis Scholarship, Washington State University Women of Achievement Award, Washington State University Dr. Swanson has mentored over 20 postdoctoral researchers and graduate students throughout her career, including Julie Janecek, David Sabsevitz, and Bradley Anderson. She has served as Faculty Sponsor for multiple Epilepsy Foundation of America Behavioral Science Student Fellowships and has been involved in numerous NIH-funded and foundation-supported research projects. Her leadership extends to serving on the Board of Directors for the American Academy of Clinical Neuropsychology and the American Board of Clinical Neuropsychology, as well as participating in national guideline development for the use of fMRI in epilepsy surgery evaluation. As Division Chief of Neuropsychology, Dr. Swanson oversees the Adult Neuropsychological Services within the Adult Comprehensive Epilepsy Program. She has developed clinical protocols for neuropsychological evaluation of epilepsy surgery candidates, including testing protocols, lateralization ratings, and Wada examination procedures. Her work bridges clinical practice and research, ensuring that advances in neuropsychological assessment directly inform patient care.

María Belando Montoroمشاهده پروفایل

استاد

• Educational Gerontology
• Service-Learning Methodology
• Social Pedagogy
• +۴ مورد دیگر

Dr. María Belando Montoro is a Professor in the Theory and History of Education department at the Complutense University of Madrid's Faculty of Education. She is affiliated with the EDUINNO - HUM971 Eduinnovagogía research group and specializes in Educational Gerontology, Service-Learning methodology, and Social Pedagogy. Dr. Belando Montoro's research focuses on educational aspects of aging, health promotion for elderly populations, and socio-educational interventions for older adults. Her work challenges traditional notions of retirement as a period of passive leisure, instead framing it as an opportunity for personal development. She has developed comprehensive programs addressing physical, psychological, and social dimensions of aging, emphasizing conscious use of free time despite health or economic limitations. Her recent publications demonstrate a strong focus on Service-Learning methodology in higher education, with studies examining student perceptions across sociodemographic variables and systematic reviews of international implementations including in China. Her work consistently identifies the need for more conscious learning about competencies acquired through university studies. Extensive research on elderly care and educational gerontology Significant contributions to Service-Learning methodology research Multidimensional studies on vocational education decision-making Development of socio-educational intervention programs for aging populations Dr. Belando Montoro employs mixed-methods research approaches, combining qualitative and quantitative methodologies. Her work has important implications for educational policy and practice, particularly regarding information systems to support students and families in educational decision-making and expanding Service-Learning beyond higher education to other educational stages. She is actively involved in the training of Social Educators at the Complutense University of Madrid, contributing to professional development programs that prepare educators for non-formal educational settings and socio-educational interventions.

• Psycholinguistics
• Multilingualism
• Language Acquisition
• +۳ مورد دیگر

Gerrit Jan Kootstra serves as Assistant Professor at Radboud University, holding dual appointments at the Centre for Language Studies and Department of Language and Communication. His expertise centers on psycholinguistics of multilingualism and language acquisition across child and adult populations. Research focuses on cognitive mechanisms in multilingual language use, including cross-linguistic influence and priming phenomena where recent language exposure adapts production/comprehension patterns. Key investigation areas: Priming effects in multilingual communication Cognitive foundations of language learning Transfer between languages in acquisition Practical applications for educators and parents Current research leadership includes the 2in1 project (2017-present) on child bilingualism, building on prior involvement in the LinC project (2010-2014) concerning language contact. He contributes to academic discourse as Associate Editor of Linguistic Approaches to Bilingualism since 2021 and teaches diverse courses spanning Diversity in Communication, Second Language Acquisition, and thesis supervision at Bachelor's and Master's levels.

Vitoria Piaiمشاهده پروفایل

استاد پژوهشی

• Cognitive Neuroscience
• Language Processing
• Electrophysiology
• +۵ مورد دیگر

Vitoria Piai is a Principal Investigator specializing in language function and dysfunction at the Donders Institute for Brain, Cognition, and Behaviour, Radboud University in Nijmegen, Netherlands. With over 135 publications and 2,595 citations, her research focuses on the neural mechanisms underlying language production using electrophysiological methods including EEG and MEG. Dr. Piai's research interests center on speech production, particularly examining the temporal dynamics of lexical and phonological processing. Her work investigates how brain oscillations relate to different stages of speech planning, how cognitive control mechanisms operate during language production, and how language networks adapt following brain damage. She employs various paradigms including picture-word interference, context-driven word production, and sentence comprehension tasks to explore these questions. Analysis of her recent publications (2024-2025) reveals consistent focus on neural oscillations during speech production, particularly examining alpha and beta band activity. Her work increasingly bridges cognitive neuroscience with clinical applications, investigating language production in aging populations, individuals with aphasia, and those with neurological conditions. She frequently employs multimodal approaches, combining behavioral measures with electrophysiological recordings to provide comprehensive insights into language processing. Dr. Piai has established significant research collaborations across institutions, particularly with colleagues at Radboud University, University of California Berkeley (where she completed postdoctoral work), and various clinical centers. Her work contributes to both theoretical understanding of language production mechanisms and practical applications for language assessment and rehabilitation.

• Cognitive Neuroscience
• Language Processing
• Deaf Studies
• +۶ مورد دیگر

Professor Mairead MacSweeney is a leading cognitive neuroscientist at University College London's Institute of Cognitive Neuroscience, where she serves as Deputy Director. She was previously the Director of the UCL Deafness, Cognition and Language Research Centre (DCAL) from 2017-2023 and currently holds a prestigious Wellcome Trust Senior Research Fellowship (2022-2028). Her work bridges the Institute of Cognitive Neuroscience with the DCAL research center, contributing significantly to UCL's reputation in neuroscience and deaf studies. Her educational background includes a Doctor of Philosophy from University College London (1998) and a Bachelor of Science from the University of Northumbria at Newcastle (1993). Her academic career trajectory shows progressive responsibility, starting as a Postdoctoral Research Fellow at UCL in 1998, then advancing through various Wellcome-funded fellowships before reaching her current professorship. MacSweeney's research fundamentally explores how the brain processes language in people born profoundly deaf, examining how altered sensory experiences shape neural organization. Her work demonstrates that 'auditory' brain regions can process visual input when hearing is absent from birth, and that signed and spoken languages engage similar neural networks. This research has significant theoretical implications for understanding brain plasticity and practical applications for deaf education. Her methodology combines functional MRI (fMRI), behavioral analysis, and electroencephalography (EEG) to investigate language, literacy, and cognitive processing in deaf populations. Her recent publications reveal a consistent focus on language processing in deaf individuals, with increasing attention to developmental trajectories from infancy through adulthood. The research shows interdisciplinary connections between cognitive neuroscience, linguistics, developmental psychology, and education, with particular emphasis on bimodal bilingualism (spoken language plus sign language), cross-modal plasticity, and the neural basis of reading in deaf populations. Her work increasingly incorporates longitudinal designs and comparative approaches between deaf and hearing populations. Wellcome Trust Senior Research Fellow (2022-2028) Professor MacSweeney actively supervises undergraduate and MSc research projects and teaches across multiple Masters-level courses in the Faculty of Brain Sciences and Faculty of Population Health Sciences. Her research program is substantially supported by Wellcome Trust funding, indicating major institutional investment in her work on sensory and language experience effects on neural systems. She has secured continuous research funding through multiple competitive Wellcome fellowships since 2001, demonstrating sustained research excellence. MacSweeney leads research within the Visual Communication research group at the UCL Institute of Cognitive Neuroscience and has been central to DCAL's research activities. Her work connects with broader initiatives studying British Sign Language and deaf cognition, contributing to DCAL's mission of conducting world-class research to empower deaf people. She collaborates with researchers across UCL departments including Linguistics, Experimental Psychology, and Language and Cognition, reflecting the interdisciplinary nature of her work.