جستجوی استاد راهنمای دانشگاهی

Naseem Choudhuryمشاهده پروفایل

استاد

• Neuroscience
• Developmental Psychology
• Infant Information Processing
• +۳ مورد دیگر

Dr. Naseem Choudhury is a Professor of Psychology and Neuroscience at Ramapo College of New Jersey, affiliated with the School of Social Science and Human Services (SSHS). She holds a Ph.D. in Experimental Psychology from the University of Vermont. Her research focuses on the neural basis of infant information processing, particularly how perceptual abilities influence typical and atypical development, with an emphasis on familial and sociocultural factors. Her work spans auditory processing in infants at risk for developmental language disorders, electrophysiological studies in children with autism, and cross-cultural analyses of artistic perception. She directs the Palestroni Integrated Neuroscience Lab, exploring neural mechanisms underlying cognitive development. Dr. Choudhury has published extensively in journals like Journal of Neuroscience and Developmental Cognitive Neuroscience , with over 50 peer-reviewed articles since 2002. Her studies often involve ERP and EEG methodologies to track developmental milestones and intervention efficacy in high-risk populations. Her research demonstrates that early auditory experiences shape prelinguistic acoustic mapping and that neuroplasticity interventions improve outcomes for language-impaired children. She collaborates internationally on projects linking sensory perception to linguistic outcomes, particularly in Italian and bilingual populations. Dr. Choudhury’s contributions bridge basic neuroscience and clinical applications, emphasizing early screening and preventive strategies for developmental disorders.

Pamela A. Morris-Perezمشاهده پروفایل

استاد

• Developmental Psychology
• Suicidology
• Education Policy
• +۶ مورد دیگر

Pamela A. Morris-Perez is a Professor of Applied Psychology at the NYU Steinhardt School of Culture, Education, and Human Development and an Affiliated Professor at the NYU School of Global Public Health. She is an elected member of the National Academy of Education. Her research bridges developmental psychology, suicidology, education, and policy, with over $75M in research funding. She holds a BA from Columbia University and a PhD in Developmental Psychology from Cornell University. Her research focuses on early childhood interventions, adolescent suicide prevention (through ARCADIA), and policy impacts. Notable projects include a $5M IES-funded NYC Universal Pre-K initiative and a $10M NIH trial on parenting interventions. She has also led institutional roles as Vice Dean/Interim Dean of NYU Steinhardt, overseeing significant research growth and diversity initiatives. Research Themes: Suicidology, early childhood development, policy evaluation, pediatric health interventions. Key Projects: ARCADIA suicide prevention, NYC Pre-K expansion, pediatric primary care interventions. Her articles highlight interdisciplinary approaches to child development and policy, with recent work emphasizing adolescent mental health and pandemic impacts on early childhood programs. Awards include the National Academy of Education membership and a 2017 Best Paper Award. Leadership Achievements: 44% increase in research expenditures, tripling of faculty of color hires, pandemic response coordination. Grants & Funding: William T. Grant Foundation, NIMH, NIH, IES. Morris-Perez collaborates across academia and public agencies to translate research into scalable interventions, particularly in under-resourced communities.

Barbara Landauمشاهده پروفایل

استاد

• Cognitive Science
• Developmental Psychology
• Neuroscience
• +۳ مورد دیگر

Barbara Landau is the Dick and Lydia Todd Professor of Cognitive Science at Johns Hopkins University (since 2001). She previously served as Vice Provost for Faculty (2011-2014) and Director of the Science of Learning Institute (2013-2018). Her research focuses on the interplay between language and spatial cognition, studying typical and atypical development through experimental psychology, linguistic analysis, and brain imaging. PhD in Cognitive Science, University of Pennsylvania Landau investigates the cognitive primitives underlying early development, including how children learn spatial language (e.g., prepositions), how spatial impairments affect word learning in Williams syndrome, and how language and spatial cognition interact. Her work spans typical development, congenital blindness, Williams syndrome, and post-stroke spatial representation. She leads the Language and Cognition Lab, part of the JHU Vision Sciences Group (Cognitive Science, Psychological and Brain Sciences, Neuroscience). Her research has been featured in Time , New York Times , NPR, and The New Yorker, with a focus exhibit at the Walters Art Museum (2011). She received the Guggenheim Fellowship (2009), William James Fellow Award (2018), and is a member of the National Academy of Sciences. Cognitive Science Society Fellow American Academy of Arts and Sciences Fellow American Association for the Advancement of Science Fellow Landau’s lab collaborates with University of Pennsylvania researchers (John Trueswell, Lila Gleitman) on NSF-funded projects connecting symmetry to linguistic/perceptual development. She trains students like Zihan Wang (2023 Glushko Award) and Rennie Pasquinelli (Science of Learning Fellow). Her studies involve participants aged 18 months to 18 years, including Williams syndrome individuals.

Emma Axelssonمشاهده پروفایل

مدرس

• Cognitive Development
• Social Development
• Sleep-Related Learning
• +۴ مورد دیگر

Dr. Emma Axelsson is a Lecturer at the School of Psychological Sciences, University of Newcastle, Australia. Her research focuses on cognitive and social development in typically and atypically developing children, with specific interests in early word learning, sleep-related memory consolidation, screen time effects on development, and infants' social category representations using eye-tracking technology. Doctor of Philosophy, University of East London Bachelor of Arts (Honours in Psychology), University of Queensland Dr. Axelsson's research spans multiple disciplines including cognitive neuroscience, memory and attention, and child development. She explores how sleep patterns interact with learning outcomes, investigates screen time's impact on preschoolers' cognition, and examines visual processing of bodies and faces in developmental contexts. Her recent publications highlight trends in screen time research, with 2025 studies analyzing executive function and sleep interactions, and 2024 work examining cross-species social evaluation mechanisms. Earlier articles (2022-2013) cover temperament effects on word learning, body perception mechanisms, and longitudinal developmental studies. Dr. Axelsson supervises multiple PhD and Masters projects related to screen time, sleep, and neurodevelopmental outcomes. Her research team collaborates internationally through networks like ManyBabies and Healthy Minds (Hunter Medical Research Institute).

Eirini Sanoudakiمشاهده پروفایل

استاد

• Bilingualism
• Developmental Disorders
• Child Language Acquisition
• +۳ مورد دیگر

Dr. Eirini Sanoudaki is a Professor in Linguistics (Bilingualism) at Bangor University's School of Arts, Culture and Language. She specializes in language development in monolingual and bilingual children, particularly those with developmental conditions such as Down syndrome, Rett syndrome, and neurodiverse populations. Her research focuses on bilingualism's impact on cognitive and linguistic skills in atypical development. She leads the Child Bilingualism Lab and has secured UKRI funding for projects like 'Language Development in Welsh-English bilingual children with Down syndrome and autism.' She is a Senior Fellow of the Higher Education Academy and Director of Postgraduate Research and Welsh Language Matters in her school. Education: BA in Philology (National and Kapodistrian University of Athens), PhD in Linguistics (University College London), MA in Linguistics (University of Reading). Research Interests: Bilingualism, neurodiversity, child language acquisition, developmental disorders, and the intersection of language and cognitive skills. She collaborates with organizations like the Down's Syndrome Association and explores innovative methods like creative techniques in language learning. Her work has been recognized with the 2021 National Work Welsh Award for promoting Welsh in the workplace. Grants & Projects: Includes ESRC Wales DTP grants, Impact Acceleration Awards, and Welsh Crucible grants. She supervises numerous PhD students studying bilingualism in neurodiverse populations. Recent publications address bilingualism in Rett syndrome, executive function in bilingual children, and Welsh-English language profiles in Down syndrome. Labs/Teams: Heads the Bangor University Child Bilingualism Lab, which investigates bilingualism's role in neurodiverse contexts. Engages in outreach through public lectures and workshops for families and educators.

Usha Goswamiمشاهده پروفایل

استاد

• Cognitive Developmental Neuroscience
• Developmental Psychology
• Educational Neuroscience
• +۷ مورد دیگر

Professor Usha Goswami is a leading academic in Cognitive Developmental Neuroscience at the University of Cambridge, serving as Professor of Cognitive Developmental Neuroscience and Director of the Centre for Neuroscience in Education. She is also a Fellow at St John's College, Cambridge. Her work focuses on understanding the neural and cognitive foundations of language acquisition, reading development, and developmental disorders such as dyslexia. Key areas of interest include the role of rhythm perception, speech processing, and EEG-based studies of neural entrainment in typical and atypical development. Her research integrates insights from neuroscience, cognitive psychology, and education, emphasizing translational approaches to improve literacy interventions. She has conducted longitudinal studies on infants and school-aged children, examining predictors of language outcomes and the impact of rhythmic training on executive function. Her work bridges developmental linguistics, auditory neuroscience, and educational policy, with a focus on universal speech structures in child-directed communication. Professor Goswami’s contributions include pioneering studies on the neural basis of phonological awareness and the application of machine learning to decode speech information from EEG data in infants. She has also explored cross-linguistic patterns in poetry and infant-directed speech, highlighting universal acoustic features underlying language acquisition. Her research has significant implications for understanding and remediating developmental disorders, particularly dyslexia and developmental language disorder. Her lab, the Centre for Neuroscience in Education, focuses on translating neuroscientific findings into practical educational strategies. Current projects include investigating rhythm-based interventions for children with language difficulties and analyzing the acoustic properties of speech in diverse linguistic contexts.

Joel Talcottمشاهده پروفایل

استاد

• Developmental Dyslexia
• Reading Acquisition
• Cognitive Neuroscience
• +۳ مورد دیگر

Joel Talcott is Professor of Developmental Cognitive Neuroscience at Aston University, specializing in dyslexia and language disorders. His research examines genetic, neural, and cognitive foundations of reading development using methods including neuroimaging, genetic analysis, and large-scale behavioral assessment. Leadership Roles: Vice President of the British Dyslexia Association (2010-present), Fellow of the Royal Society of Arts (2012), and IBRO-UNESCO Science of Learning Fellow (2020). Editorial responsibilities include service for Dyslexia and Annals of Dyslexia journals. Research: Leads the Aston Brain Centre's investigations into neurocognitive trajectories of reading skills. Current projects include the ECCaToN transdiagnostic protocol for neurodevelopmental characterization and analysis of literacy development datasets (LIBS Dataset). Awards: IBRO-UNESCO Science of Learning Fellow (2020) Fellow of the Royal Society of Arts (2012) Honorary Vice-President, British Dyslexia Association (2010)

Lucia Ciciollaمشاهده پروفایل

دانشیار

• Developmental Psychopathology
• Parent-Child Interactions
• Maternal Mental Health
• +۶ مورد دیگر

Dr. Lucia Ciciolla is an Associate Professor in the Department of Psychology at Oklahoma State University. She leads the Child Adaptation and Maternal Psychopathology (CAMP) Laboratory, focusing on intergenerational transmission of psychopathology, maternal mental health, and parent-child interactions. Her work integrates clinical, developmental, and neuroscientific approaches to address risk and resilience factors in early child development. Current projects include the HEALthy Brain and Child Development (HBCD) Study (NIH HEAL Initiative), EMBRACE (Epigenetics of Mother-Baby Reactivity), and studies on perinatal mental health interventions like the Perinatal Mental Illness Screening Tool (PMIST) and BLOOM (maternal-fetal bonding). Research themes emphasize maternal adverse childhood experiences (ACEs), stress reactivity, sleep regulation, and mindfulness-based interventions to improve maternal and infant outcomes. Dr. Ciciolla collaborates with institutions such as the OSU Center for Family Resilience, CIRCA (CoBRE), and national consortia. Her lab supports graduate and undergraduate training, with students involved in clinical research, thesis work, and community-based initiatives like Mighty Mouth Camp for children with Selective Mutism.

Anne Castlesمشاهده پروفایل

استاد

• Reading Development
• Dyslexia
• Cognitive Science
• +۳ مورد دیگر

Anne Castles is a Distinguished Professor of Cognitive Science and Honorary Professor at Macquarie University's School of Psychological Sciences. She serves as Scientific Director of the Macquarie University Centre for Reading and is part of the Centre for Atypical Neurodevelopment. Her research focuses on reading development, dyslexia, and variability in reading-impaired populations. She is a Fellow of the Academy of Social Sciences in Australia (FASSA) and has held editorial roles in journals like Scientific Studies of Reading and Cognitive Neuropsychology . She previously served as President of Learning Difficulties Australia (2017–2018). Her research projects include the ARC Centre of Excellence for the Developing Mind and initiatives addressing literacy in adolescence. She collaborates internationally and has authored over 189 publications. Key areas include orthographic learning, vocabulary acquisition, and morphological instruction effects. Grants/Projects: FL22 Literacy Project (2023–2028), Macquarie University Centre for Reading Bequest (2021–2026) Labs/Teams: Macquarie University Centre for Reading, Centre for Atypical Neurodevelopment Her work bridges cognitive science and education, emphasizing practical applications for developmental and clinical contexts.

• Developmental Psychology
• Cognitive Neuroscience
• Language Acquisition
• +۴ مورد دیگر

Judit Gervain is a Full Professor at the Department of Developmental and Social Psychology at the University of Padua, Italy, and a CNRS Senior Research Scientist (Directeur de Recherche) at the Integartive Neuroscience and Cognition Center (CNRS & Université Paris Descartes), Paris, France. Her research focuses on early speech perception, language acquisition in monolingual and bilingual infants, and the neural mechanisms underlying language learning. She pioneered studies on newborn speech perception using near-infrared spectroscopy (NIRS), revealing prenatal influences on perceptual abilities and the emergence of grammatical structures in preverbal infants. Education: PhD in Cognitive Neuroscience (2002, SISSA, Trieste), postdoctoral research at the University of British Columbia (2007–2009), and CNRS researcher since 2009. She has authored over 100 peer-reviewed articles in journals like Science Advances , Nature Communications , and Developmental Science . Research Interests: Infant language processing, bilingualism, neuroimaging techniques (fNIRS), and comparing infant learning trajectories to artificial intelligence systems. Her work bridges developmental psychology, neuroscience, and computational linguistics, emphasizing the role of innate biases and environmental input in language acquisition. Her recent studies explore how infants’ learning mechanisms differ from Large Language Models (LLMs), focusing on input requirements, critical periods, and the role of multimodal integration. She also investigates the impact of prenatal auditory experience on neonatal speech perception and the neural foundations of linguistic structure detection. Labs/Teams: Affiliated with the CNRS’s Integartive Neuroscience and Cognition Center and the University of Padua’s developmental psychology group. Serves as associate editor for Developmental Science and Neurophotonics .

Elika Bergelsonمشاهده پروفایل

دانشیار

• Infant Language Acquisition
• Cognitive Development
• Word Learning
• +۹ مورد دیگر

Elika Bergelson is the John L. Loeb Associate Professor of the Social Sciences in the Department of Psychology at Harvard University, within the Faculty of Arts and Sciences. She leads the Bergelson Lab (BLAB), part of Harvard's Laboratory for Developmental Studies, focusing on infant language acquisition. Her research examines how infants learn words by studying both cognitive mechanisms and environmental input through naturalistic and lab-based methods. Her research interests center on infant language acquisition , cognitive development , and word learning , with a focus on how language input, social interaction, and sensory experience shape early linguistic knowledge. She explores word comprehension, phonological and semantic representations, and the role of variability in talker and wordform input. Her lab has pioneered large-scale cross-linguistic studies and expanded into atypical development, including language acquisition in blind and deaf infants. The 15 most recent publications reflect a strong trend in naturalistic data collection , cross-linguistic comparison , and methodological innovation , particularly in using LENA recordings and open science practices. Topics include acoustic and talker variability, vocabulary development in sensory-impaired children, remote infant testing, and the reliability of speech analysis tools. Dr. Bergelson is committed to diversity, equity, and inclusivity in research and lab recruitment. She actively promotes open science, public outreach, and policy applications of developmental science. She has mentored numerous students and researchers, though specific names are not listed. Her work is supported by collaborative grants and large-scale interdisciplinary projects. The Bergelson Lab employs methods including eye-tracking , EEG , audio discrimination tasks , and corpus analysis . It continues the SEEDLingS project and collects longitudinal data from infants with sensory impairments. The lab maintains open repositories on GitHub and emphasizes reproducibility and transparency in research.

Kyle Jasminمشاهده پروفایل

مدرس

• Cognitive Neuroscience
• Psychology
• Communication Disorders
• +۴ مورد دیگر

Kyle Jasmin is a Lecturer in Psychology at Royal Holloway, University of London, specializing in the Department of Psychology under the theme of Language, Memory and Attention . His research focuses on the neural and cognitive bases of communication, social interaction, and conceptual knowledge, particularly in atypical populations like autism. He holds a PhD in Cognitive Neuroscience from University College London (UCL). Research Interests: Neurobiology of communication and social interaction Language acquisition mechanisms Autism and developmental disorders Speech perception and prosody Neural connectivity patterns Cognitive adaptation in bilingual environments Scientific Awards: APS Rising Star (2021) Projects: Reward and motivation mechanisms supporting language learning (2023–2026, Medical Research Council UK, Co-Investigator)

• Clinical sciences
• Statistics
• Cognitive and computational psychology
• +۳ مورد دیگر

Dr. Ruth Bell is an Honorary Principal Research Fellow at University College London's Department of Epidemiology & Public Health. Her work focuses on cognitive and clinical research involving deaf populations, sign language processing, and neurodevelopmental conditions. She holds a PhD from the University of Nottingham (1978) and has contributed to over 50 academic publications. Her research integrates neuroscience, linguistics, and education, particularly examining how deaf children with autism process facial and emotional cues in British Sign Language. Key areas include cross-modal plasticity, motion perception in autism, and literacy development in pre-lingually deaf individuals. She has pioneered studies on facial expression recognition, cochlear implant outcomes, and the cognitive impacts of sign language acquisition. Bell's interdisciplinary approach bridges clinical practice and theoretical linguistics. She has collaborated on neuroimaging projects investigating brain activation patterns during speechreading and sign language processing. Her recent work explores developmental trajectories of social cognition in genetic syndromes like Williams syndrome. Her research has informed educational strategies for deaf children and advanced understanding of atypical neurodevelopment. Current projects include longitudinal studies on dyslexia across orthographic systems and the psychosocial aspects of hearing impairment interventions.

Hana D’Souzaمشاهده پروفایل

پژوهشگر ارشد

• Developmental Psychology
• Cognitive Neuroscience
• Neurodevelopmental Disorders
• +۷ مورد دیگر

Hana D’Souza is an Associate Research Fellow at the Centre for Brain & Cognitive Development (CBCD) , Birkbeck, University of London, and a key member of the London Down Syndrome (LonDownS) Consortium . Her work bridges psychology, neuroscience, and genetics to investigate developmental mechanisms in neurodevelopmental disorders. Education: PhD in Psychology, Goldsmiths, University of London (2012-2016) Visiting Doctoral Student, University of Michigan (2015) PGCert in Management of Learning & Teaching, Goldsmiths (2013-2015) MSc in Psychological Research, University of Oxford (2011-2012) Master’s and Bachelor’s in Psychology, Masaryk University (2005-2011) Research Focus: Dr. D’Souza studies how attention and motor abilities interact in typical and atypical development, particularly in infants with Down syndrome, fragile X syndrome, and Williams syndrome. Her research emphasizes syndrome-specific markers, individual differences, and links between Down syndrome and Alzheimer’s disease. Publication Trends: Her recent work explores cross-syndrome comparisons, motor system specialization, audio-visual speech perception, bilingual language control, and parent-child interactions. Keywords include Developmental Psychology , Cognitive Neuroscience , and Neurodevelopmental Disorders , with sub-fields spanning Language Acquisition , Face Processing , and Neurophysiological Correlates . Scientific Awards: Trisomy 21 Research Society Travel Award Guarantors of Brain Travel Grant Experimental Psychology Society Study Visit Grant Cornell University Sackler Summer Institute Fellowship Masaryk University Exceptional Scholarship Grants: She has secured funding from the British Academy, The Waterloo Foundation, and other institutions for research on embodied language development, early behavioral markers, and Williams syndrome. Her roles in grants often involve interdisciplinary collaborations.

Maria Teresa Guastiمشاهده پروفایل

استاد

• Pragmatics
• Bilingual Acquisition
• Developmental Language Impairment
• +۸ مورد دیگر

Maria Teresa Guasti is a Professor of Linguistics and Psycholinguistics at the University of Milano-Bicocca. She has held academic positions since 1988, including Assistant Professor (2000-2005) and Researcher roles at institutions like the University of Siena and San Raffaele Hospital. Her research bridges theoretical linguistics, child language acquisition, and cognitive disorders like dyslexia and developmental language impairment (DLD). PhD in Linguistics, University of Geneva Guasti’s work focuses on syntax, semantics, and pragmatics in typical and atypical language development, with a special emphasis on bilingual acquisition, DLD, and dyslexia. She has contributed to understanding timing anticipation deficits in dyslexia and has expanded her research into musical cognition and motor control (handwriting). Recently, she collaborated with human-computer interaction scientists to develop language-based interactive technologies. Her publications span 160 works, including 80 peer-reviewed articles and 6 books, with over 7,000 citations and an H-index of 42. Key grants include the ERC Synergy (2019) and Multimind (2017-2022, €516,122). 2019 ERC Synergy Grant for Leibniz’s Dream (€10.2M) 2012-2018 Associate Investigator at ARC Centre of Excellence in Cognition and its Disorders 2005-2009 Italian Representative in European COST A33 Action Guasti has trained 14 PhD students, supervised 12 postdocs, and mentored 100+ master’s students. She has served as Associate Editor for Language Acquisition and Frontiers in Psychology , and on editorial boards including Journal of Child Language . She has delivered keynotes at international conferences and taught at summer schools.