جست‌وجوی استاد و پژوهشگر

Ramana V Davuluriمشاهده پروفایل

استاد

• Machine Learning
• Cancer Data Science
• Gene Regulation
• +۴ مورد دیگر

Ramana V Davuluri serves as Professor in the Department of Biomedical Informatics at Stony Brook University's Renaissance School of Medicine. With over 20 years of experience in bioinformatics and computational genomics, he leads research at the intersection of machine learning and cancer genomics, focusing on translating high-dimensional -omic data into clinically actionable insights through statistically rigorous methodologies. Dr. Davuluri's research spans Machine Learning applications in Cancer Data Science , isoform-level gene regulation , and precision-medicine development. His lab pioneers bioinformatics solutions for genomic data interpretation, with emphasis on developing machine learning algorithms that convert NextGen sequencing outputs into experimentally testable discovery models. A core focus involves creating rapid biomarker identification systems from human tissue and blood samples through integrated computational-experimental approaches in systems biology. Analysis of his 2023-2025 publications reveals a dominant trend toward genomic foundation models (e.g., DNABERT variants), multi-omic cancer subtyping , and time-dependent therapeutic strategies for pediatric brain tumors and ovarian cancer. His work consistently bridges computational innovation with biological validation across diverse cancer types including glioma, lung adenocarcinoma, and high-grade serous carcinoma. As Principal Investigator for multiple multi-investigator and multi-site projects, Dr. Davuluri directs research integrating high-throughput experimental procedures with advanced data-mining techniques. His laboratory maintains strong collaborations across oncology, neuroscience, and immunology domains while developing genomics-based decision support systems for clinical translation. The Davuluri Lab employs a systems biology framework to develop novel informatics tools for precision oncology, with particular emphasis on translating genomic discoveries into clinical applications through biomarker discovery and therapeutic strategy optimization.

• Clinical Psychology
• Typical and atypical development during lifespan
• Neuropsychology
• +۵ مورد دیگر

Barbara Penolazzi is an Associate Professor of Clinical Psychology at the University of Trieste's Department of Life Sciences. She serves as a member of the Department's Board, coordinates Course of Study Advice for Psychological Sciences and Techniques, and participates in multiple Doctoral Colleges for Neuroscience and Cognitive Sciences across numerous academic cycles. As the leader of the Clinical Psychology research group, her work focuses on "Typical and atypical development during lifespan" within the Psychology research area. Department Council - Member Course of Study Advice - Coordinator (Psychological Sciences and Techniques) Boards of Studies - Member (Clinical Psychology, Developmental Psychology and Neuropsychology) Doctoral Studies Boards - Member (Neural and Cognitive Sciences across multiple cycles) Professor Penolazzi's research spans clinical psychology, neuropsychology, and psychological well-being with emphasis on emotional intelligence, cognitive processes in various disorders, and brain mechanisms. Her work integrates experimental psychology with clinical applications, particularly using transcranial direct current stimulation to investigate neural mechanisms underlying decision-making, moral cognition, and memory processes. She has made significant contributions to understanding psychological mechanisms in eating disorders, schizophrenia, and addiction through a transdiagnostic lens. Her extensive publication record demonstrates consistent focus on the intersection of cognitive neuroscience and clinical psychology. Recent work examines neural underpinnings of voluntary action, environmental sensitivity as a personality trait, and interventions for fostering emotional intelligence in preadolescence. Her research employs diverse methodologies including neurostimulation techniques, psychometric validation studies, and experimental paradigms to investigate cognitive control mechanisms across various clinical populations. Professor Penolazzi currently serves as Scientific Manager for two significant research projects funded by the Ministry of University and Research: "PROBEN_0000008 - Promotion of the Well-Being of the University Community - PRO-BENE-COMUNE" and "10% Trentin Silvia - 100% MUR". These projects reflect her commitment to applying psychological science to address contemporary mental health challenges within academic communities and beyond. Within the Department of Life Sciences, Professor Penolazzi leads the Clinical Psychology research group that investigates typical and atypical developmental trajectories across the lifespan. Her team employs a multidisciplinary approach combining cognitive neuroscience methods with clinical assessment to understand the mechanisms underlying various psychological conditions and to develop evidence-based interventions.

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 .

Lauren S Wakschlagمشاهده پروفایل

استاد

• Developmental Psychology
• Clinical Psychology
• Early Childhood Mental Health
• +۷ مورد دیگر

Lauren S Wakschlag, PhD is a Professor at Northwestern University with appointments in Medical Social Sciences (Determinants of Health), Pediatrics, and Psychiatry and Behavioral Sciences at the Feinberg School of Medicine, as well as in the Weinberg College of Arts and Sciences. She serves as Director of the Institute for Innovations in Developmental Sciences (DevSci) and as Vice Chair for Scientific and Faculty Development in the Department of Medical Social Sciences. Dr. Wakschlag earned her PhD from the University of Chicago in 1992. Her academic journey has positioned her as a leader in developmental and clinical psychology with a specific focus on early childhood mental health. As a developmental/clinical psychologist, Dr. Wakschlag's research focuses on how early development from the prenatal to preschool period shapes mental health pathways. Her work pioneers methods for distinguishing normative development in early life from mechanisms and markers of clinical risk. She has generated the first developmentally-sensitive toolkit designed to enhance early identification of mental health problems by empirically differentiating normative misbehavior of early childhood from the onset of disruptive behavior at preschool age. Her research has two major foci: characterizing the phenotype of emergent mental health problems in early childhood, and elucidating prenatal origins of disease pathways, particularly examining prenatal smoking effects on disruptive behavior within psychosocial context. Dr. Wakschlag's publication record demonstrates a consistent focus on early childhood mental health assessment and intervention. Her recent work shows increasing integration of neurodevelopmental approaches with behavioral assessment, particularly in identifying brain-behavior relationships that predict mental health outcomes. She has developed the Multidimensional Assessment of Preschool Disruptive Behavior (MAP-DB) questionnaire, a first-of-its-kind tool to differentiate clinically significant patterns from normal behavioral development in young children. Among her notable recognitions, Dr. Wakschlag was honored with the 2024 Paula H. Stern Award for Outstanding Women in Science and Medicine by the Northwestern Medical Women Faculty Organization. This award recognizes her successful research, leadership at local, national and international levels, and her role as an exemplary mentor. Dr. Wakschlag has secured significant funding for her research, including a major RO1 grant from the National Institute of Mental Health that builds on her innovative work developing tools to identify early signs of mental health problems in preschoolers. She leads the Institute for Innovations in Developmental Sciences (DevSci), which unites nearly 200 investigators and 125 trainees across schools, departments and disciplines at Northwestern University. Her work has created the only transdiagnostic, developmentally-based screening and clinical decision tools to mark mental health risk as early as toddler age for integration in routine pediatric care. Under Dr. Wakschlag's leadership, DevSci has become a hub for interdisciplinary research focused on translating developmental science into clinical practice. She and her colleagues are poised to conduct their first real-world clinical implementation trial of their methods, working with Feinberg, the Ann & Robert H. Lurie Children's Hospital of Chicago, and national and community partners. Her emphasis on 'lifting while we climb' reflects her commitment to collaborative, boundary-crossing science that addresses real-world clinical needs.

Anne-Lise Giraudمشاهده پروفایل

استاد

• Neural Bases of Language
• Speech Processing
• Vocal Communication
• +۶ مورد دیگر

Anne-Lise Giraud is a Professor and Group Leader at the Faculty of Medicine, University of Geneva, where she directs a research laboratory focused on the neural mechanisms underlying language and vocal communication. Her work bridges experimental neurophysiology, computational neuroscience, and clinical applications for language disorders. Her research interests encompass: Neural bases of speech and language processing Audio-visual integration in communication Brain-Computer Interfaces for speech communication Neural mechanisms of language disorders (dyslexia, autism, aphasia) Computational modeling of speech processing Comparative studies of vocal communication across species Dr. Giraud's recent publications demonstrate a sophisticated integration of multiple neuroimaging techniques (EEG, fMRI, MEG) with computational approaches to understand both typical and atypical speech processing. A notable trend in her work is the emphasis on neural oscillations as fundamental mechanisms for speech perception, with applications ranging from understanding autism spectrum disorders to developing brain-computer interfaces for communication-impaired individuals. Her research increasingly explores cross-species communication mechanisms, as evidenced by her recent work on dog-human vocal interactions. Her laboratory at Campus Biotech includes multiple graduate students, postdocs, and research assistants working collaboratively on various aspects of language neuroscience.

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)

Sarah Hansenمشاهده پروفایل

دانشیار

• Early Childhood Special Education
• Autism Spectrum Disorders
• Early Intervention
• +۴ مورد دیگر

Sarah Hansen is an Associate Professor in the Department of Learning Sciences at Georgia State University's College of Education & Human Development (CEHD). Her expertise focuses on early intervention strategies for children with autism spectrum disorders and developmental disabilities, emphasizing parent and teacher training to enhance social communication skills in natural environments. Education: Ph.D. in Special Education (Early Intervention), University of Oregon (2016) M.A. in Early Childhood Education, Mills College (Oakland) B.S. in Psychology, University of California, Davis Research Interests: Hansen’s work centers on early childhood special education, behavioral interventions, and telehealth applications. Key areas include: Assessment and intervention for pivotal social communication skills Parent and teacher training for inclusive classroom environments Technology integration in early childhood instruction Sleep and health issues in neurodivergent children Publications Trends: Her recent work addresses telehealth-delivered interventions, autism-related sleep challenges, and inclusive STEM/social skills curricula. Themes include family-centered care, intervention fidelity, and cross-disciplinary approaches. Grants & Advising: Hansen’s research has been supported by grants focusing on accessibility and intervention effectiveness. She advises projects on topics like telehealth feasibility and parental coaching for behavioral interventions. Her work is often collaborative with institutions like the Center for Research on Atypical Development and Learning (CRADL). Labs/Teams: Affiliated with CEHD’s research centers, including the CRADL, focusing on developmental disabilities and early intervention strategies.

Ana Mineiroمشاهده پروفایل

استاد

• Cognitive Sciences
• Linguistics
• Sign Language
• +۷ مورد دیگر

Ana Mineiro is a Full Professor at the Faculty of Health Sciences and Nursing, Universidade Católica Portuguesa (UCP), where she also serves as Director. She is a principal investigator at the Center for Interdisciplinary Research in Health (CIIS) and leads the Translational Neuroscience Platform. Her academic work spans cognitive sciences, linguistics, and sign language research. PhD in Linguistics, University of Lisbon Master’s and Bachelor’s in Modern Languages and Literatures, University of Lisbon Post-doctorate in Neurolinguistics and Applied Linguistics to Sign Languages, UCP Habilitation in Language and Cognition Sciences, UCP Her research focuses on language evolution, sign language linguistics, deaf education, and cognitive development in hearing-impaired individuals. She has pioneered work in the emergence of new sign languages, particularly in São Tomé and Príncipe, and developed technological tools like the Portuguese Sign Language Reference Corpus and an AVATAR-based translation system. Her interdisciplinary approach integrates neuroscience, linguistics, and education. Her recent publications show a strong trend in understanding the cognitive and linguistic foundations of sign languages, the resilience of deaf children, and the evolution of language structure. She frequently publishes in high-impact journals such as PLoS ONE , Frontiers in Psychology , and the Journal of Language Evolution , often exploring the boundaries between gesture, pantomime, and formal sign systems. Awards and distinctions for scientific contributions Recognition for creating the Portuguese Sign Language Reference Corpus Honors for developing the first automatic AVATAR translation (Portuguese to LGP) Contributions to six UN Sustainable Development Goals Ana Mineiro has supervised over a dozen students and research projects, including doctoral theses and postgraduate work. She has led major funded research initiatives totaling 4.4 million euros through competitive grants. She actively participates in academic governance, serving as jury president for faculty recruitment and supervising research in palliative care, communication disorders, and cognitive development. She leads the Translational Neuroscience Platform at CIIS and is involved in multiple interdisciplinary research centers, including CIIS and CEFH. Her work bridges clinical, educational, and technological domains, fostering collaboration across health, humanities, and engineering disciplines.

Patricia J. Brooksمشاهده پروفایل

استاد

• Language Development
• Language Learning
• Individual Differences in Cognition
• +۱۲ مورد دیگر

Patricia J. Brooks is a Professor in the Department of Psychology at the College of Staten Island, City University of New York (CUNY). She serves as Director of the Language Learning Laboratory and is an active member of the Doctoral Faculty at The Graduate Center, CUNY, contributing to PhD programs in Psychology, Educational Psychology, and Speech-Language-Hearing Sciences. Education: PhD, New York University MA, New York University BA, Johns Hopkins University Her research focuses on individual differences in language learning across the lifespan, with an emphasis on adult second language acquisition and child language development. She employs experimental methods and computer-based games to study speech perception and production in both typical and atypical development. She also has a strong interest in pedagogy, particularly active learning, mentoring, and the use of technology in education. Her recent publications span diverse areas including statistical learning in developmental disorders, narrative evaluation in children, phonological processing, and innovative teaching practices such as Wikipedia editing in the classroom. These works reflect a consistent theme of understanding cognitive and social mechanisms in language development and applying that knowledge to educational contexts. Scientific Service and Leadership: Faculty Advisor, Graduate Student Teaching Association, American Psychological Association (Division 2) She has authored and edited key academic texts such as Language Development (2012), Encyclopedia of Language Development (2014), and Cognitive Development in Digital Contexts (2017). Her work bridges experimental psychology, linguistics, and educational practice. She is actively involved in research mentorship and graduate training, contributing to the development of future scholars in psychology and education. Her laboratory supports interdisciplinary research on language and cognition, and she collaborates widely across institutions and disciplines.

• 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.

• Developmental Psychology
• Autism Spectrum Disorder
• Developmental Psychopathology
• +۹ مورد دیگر

Professor David Williams is a leading academic in Developmental Psychology at the University of Kent , serving as Acting Director of the Division of Human Social Sciences. His research bridges developmental psychopathology, autism spectrum disorder (ASD), and cognitive neuroscience. Research Interests include understanding the neuro-cognitive bases of ASD and specific language impairments, with a focus on Episodic and Prospective Memory Metacognition and Mindreading Inner Speech Mechanisms Comorbidity in Developmental Disorders Scientific Recognition includes the 2010 Young Investigator Award from the International Society for Autism Research. He has supervised numerous students, including Mahsa Barzy Katie Carpenter Louise Malkin on topics like humor production in ASD and referential communication. Key Grants highlight his leadership in major projects, such as an ESRC grant (£661,196, 2022-2025) on autism and gender incongruence, and a Leverhulme Trust grant (£225,482, 2015-2019) on self-in-fictional-worlds in ASD.

• Cognitive Neuroscience
• Neuroimaging
• Autism Spectrum Disorders
• +۴ مورد دیگر

Susan Y. Bookheimer, PhD, is Professor-in-residence in the Department of Psychiatry and Biobehavioral Sciences at the David Geffen School of Medicine, University of California, Los Angeles. From 2008 to 2024 she held the endowed Joaquin M. Fuster Chair in Cognitive Neuroscience and currently directs or co-directs several large-scale NIH consortia including the UCLA site of the Adolescent Brain Cognitive Development (ABCD) Study, the Lifespan Human Connectome Project in Aging, and newly funded initiatives on resilience to Alzheimer’s disease in centenarians. Education & Training Details of formal degrees are not provided in the source text; however, her continuous NIH funding since 1995 and leadership roles imply advanced research training in clinical neuroscience and neuroimaging. Research Focus Dr. Bookheimer’s work integrates multimodal neuroimaging (fMRI, sMRI, DTI, PET, EEG) with genetics, cognitive testing, and clinical phenotyping to understand: Typical and atypical brain development across the lifespan Neurobiological underpinnings of autism spectrum disorder and sensory phenotypes Early detection and prediction of Alzheimer’s disease and age-related cognitive decline Neuroplasticity and cognitive outcomes following epilepsy surgery Effects of environmental adversity, stress, and social support on brain networks Scientific Awards & Honors Joaquin M. Fuster Chair in Cognitive Neuroscience, UCLA (2008–2024) Principal or Co-Principal Investigator on >15 active NIH grants totaling >$100 M Over 230 peer-reviewed publications with >25,000 citations (Google Scholar metrics) Grants & Consortia Leadership Dr. Bookheimer currently leads or co-leads the following major NIH projects: U19AG073585 – Vulnerability and Resiliency in the Aging Adult Brain Connectome (AABC) U19AG073172 – Resilience/Resistance to Alzheimer’s Disease in Centenarians and Offspring (RADCO) R01AG073480 – Modulation of Hippocampal Circuitry with Focused Ultrasound in Amnestic MCI P50HD103557 – UCLA Intellectual and Developmental Disabilities Research Center U01DA050987 – ABCD-USA Consortium Research Project Site at UCLA U01AG052564 – Mapping the Human Connectome During Typical Aging U01MH109589 – Mapping the Human Connectome During Typical Development In addition, she has served as PI on prior awards including P50HD055784 (Autism Center), R01AG013308 (Alzheimer’s Risk), and P30HD004612 (IDDRC). Laboratories & Teams Dr. Bookheimer directs the UCLA Brain Mapping Center (part of the Ahmanson-Lovelace Brain Mapping Center) and co-directs imaging cores for both the UCLA IDDRC and the ABCD Study. Her multidisciplinary teams include post-doctoral fellows, graduate students, research staff, and collaborators across neurology, radiology, psychology, and genetics departments.

Daniel A. Abramsمشاهده پروفایل

دانشیار بالینی

• Autism Spectrum Disorders
• Cognitive Neuroscience
• Brain Imaging
• +۵ مورد دیگر

Dr. Daniel A. Abrams is a Clinical Associate Professor in the Department of Psychiatry and Behavioral Sciences at Stanford University. His research focuses on the neurobiological basis of social communication impairments in children with autism spectrum disorders (ASD), particularly how atypical reward attribution to social stimuli like voices and faces impacts development. He employs techniques such as functional MRI, psychophysics, and cognitive assessments to identify neural markers of social and memory deficits in ASD. Dr. Abrams received his Ph.D. in Auditory Cognitive Neuroscience from Northwestern University (2008) and a B.F.A. from the University of Arizona (1994). His work has been funded by NIH, NARSAD, and the National Organization for Hearing Research Foundation. He leads the Speech and Social Neuroscience Lab at Stanford Cognitive and Systems Neuroscience Laboratory. Scientific awards include the K01 Research Scientist Development Award (NIH/NIMH, 2014-2017), NARSAD grant (2019-2021), and a 2017 CHRI Pilot Early Career Award. His recent publications highlight neural circuitry in voice processing, memory impairments linked to hyperconnectivity, and efficacy of clinic-home-school collaborative interventions for autistic adolescents. Key research trends: Autism neurodevelopment, reward/salience circuit dysfunction, social communication biomarkers, voice prosody decoding, and memory plasticity. Dr. Abrams’ full description below details his academic trajectory, grants, student collaborations, and clinical trial leadership.