جست‌وجوی استاد و پژوهشگر

James Smith-Sparkمشاهده پروفایل

دانشیار

• Developmental Dyslexia
• Cognitive Ergonomics
• Neurodiversity
• +۵ مورد دیگر

James Smith-Spark is an Associate Professor of Psychology at London South Bank University and serves as the Global Lead for the School of Applied Sciences. His roles have included Course Director for Undergraduate Psychology, Course Director for MSc Investigative Forensic Psychology, and Head of the Division of Psychology. He holds professional certifications as a Chartered Psychologist and Senior Fellow of the Higher Education Academy. Smith-Spark's research focuses on developmental dyslexia's impact on adult cognition, neurodiversity in workplace settings, and cognitive ergonomics. His PhD (University of Sheffield) explored working memory in dyslexic adults, and prior roles include research at the University of Manchester (Parkinson's disease time perception) and Cancer Research UK (medical decision-making). His recent work bridges neurodiversity with emerging technologies, such as chatbot acceptance among ADHD individuals, and examines off-prescription drug use effects on cognitive performance. He has collaborated on studies regarding eating behaviors linked to impulsivity and workplace cognition simulations using virtual reality. Education: PhD (University of Sheffield, 1999), BA (Hons) Psychology (1994) Affiliations: Centre for Addictive Behaviours Research, Developmental Cognition research group Expertise: Prospective memory, executive functions, dyslexia interventions, cognitive interface design His 59+ publications span dyslexia cognition, modafinil/methylphenidate effects, and quality control ergonomics. Awards include Fellowships from the British Psychological Society and Higher Education Academy.

Sarah Kuckerمشاهده پروفایل

استادیار

• Cognitive Development
• Language Acquisition
• Digital Media
• +۲ مورد دیگر

Sarah Kucker is an Assistant Professor in the Department of Psychology at Southern Methodist University, joining in January 2023. Her research focuses on cognitive development, language acquisition, digital media effects, and word learning in infants and toddlers. She employs a dynamic systems approach to examine how environmental contexts interact with individual differences in developmental outcomes. Education: Postdoctoral Fellowship, Callier Center for Communication Disorders, University of Texas Dallas M.A. and Ph.D., University of Iowa B.A. and B.S., Drake University Dr. Kucker's work explores topics such as novelty biases in word learning, embodied cognition, temperament influences on vocabulary, language delays in children, and caregiver-child STEM communication in museums. She currently holds an R15 grant from NICHD to study word learning mechanisms in digital media contexts. Her Google Scholar publications reveal trends in digital media effects on language development, temperament analysis, and dynamic models of word learning. Key sub-fields include socioeconomic status impacts, orthographic processing, shape biases, and dyadic communication. Scientific Awards: NICHD R15 grant for digital media and word learning research Dr. Kucker leads the SMU Kids In Development (KID) Lab, which emphasizes inclusive research practices and investigates pathways to successful cognitive and language development. She previously held faculty positions at Oklahoma State University and the University of Wisconsin Oshkosh.

Laura Avemarieمشاهده پروفایل

استاد

• Development of Executive Functions in Hearing-Impaired Children
• Inclusive Language Education with Digital Media
• Child Poverty and Hearing Impairment
• +۳ مورد دیگر

Prof. Dr. Laura Avemarie is a professor at the Ludwig Maximilian University of Munich (LMU), within the Faculty of Psychology and Education. Her research focuses on executive functions in hearing-impaired children, inclusive language education using digital media, and addressing child poverty and sexual violence prevention in hearing-impaired populations. She leads projects like the 2Bi model for bimodal-bilingual education and has published extensively in journals such as Language support and speech therapy and Empirische Sonderpädagogik . Education & Academic Background: Holds a Ph.D. in Psychology from Heidelberg University of Education (2016), with a focus on social-emotional development in language-impaired children. Key Roles: Chair holder in her department, editor of special issues on hearing impairment education, and member of professional associations like the German Society for Prevention of Child Abuse and the Professional Association for Hearing and Communication (BDH). Research highlights include: Development of the Hexe program to enhance executive functions in hearing-impaired children. Studies on digital sexual violence prevention and its impact on deaf/HH youth. Pioneering work on inclusive teaching methods and multilingual digital resources for language support. Her work bridges academia and practice, influencing policy through contributions to the National Council against Sexual Violence and initiatives like the Digitaler Schutz vor sexualisierter Gewalt project. She collaborates with institutions nationwide, conducting workshops and seminars on diagnosing hearing-related challenges and fostering inclusive education environments.

Ben Robinsمشاهده پروفایل

استاد

• Humanoid Robotics
• Autism Therapy
• Child-Robot Interaction
• +۳ مورد دیگر

Dr. Ben Robins is a Professor at the University of Hertfordshire's Department of Computer Science, affiliated with the School of Physics, Engineering & Computer Science and the Centre for AI and Robotics Research. His work focuses on developing humanoid robots like Kaspar for autism therapy, emphasizing child-robot interaction, visual perspective taking, and emotion recognition. He leads multiple research projects since 2004, including studies on robot-mediated interventions for children with autism, speech and language therapy, and stress detection through physiological signals. Key projects include: EMBOA: Affective loop in Socially Assistive Robotics (2019-2022) Kaspar Explains: Human-Robot Trust via Educational Platforms (2021-2022) Feasibility Study of Robot-Assisted Speech Therapy (2022) His research combines robotics engineering with cognitive science, aiming to create therapeutic tools for neurodiverse populations. Over 76 peer-reviewed publications since 2004 document innovations in robot design, interaction paradigms, and ASD intervention strategies. Collaborations span fields like biomedical engineering, education, and computer vision. Notable achievements include pioneering the Kaspar humanoid platform, developing tactile interaction frameworks, and advancing understanding of robot-mediated social skill development. Current work explores causal explanations' role in perspective-taking and hybrid mobile-app/robot interventions.

Nicola Rudelliمشاهده پروفایل

مدرس ارشد

• Autism Spectrum Disorder
• Special Education
• Inclusive Education
• +۵ مورد دیگر

Nicola Rudelli is a Senior Lecturer in Specialized Pedagogy and Inclusive Teaching at the Department of Education and Learning of the University of Applied Sciences and Arts of Southern Switzerland (SUPSI). He is affiliated with the Competence Centre for School, Social and Educational Needs (BESS) and has been working at SUPSI since 2017 in a part-time capacity. His professional activities span teaching, research, and practical application in the field of special education, with a particular focus on autism spectrum disorders. Rudelli holds a Master of Arts in Specialized Pedagogy from the University of Fribourg, where his thesis focused on the perceptions and experiences of fathers with children on the autism spectrum. His academic background has informed his extensive professional experience in the field of autism and special education. Rudelli's research interests primarily center around autism spectrum disorders, with specific focus areas including: Social cognition development in children with autism Early intervention strategies for children on the autism spectrum Inclusive educational practices Development of social skills through therapeutic approaches Bilingualism and its relationship to autism Fine motor skills development in special education contexts Family support and fatherhood in autism contexts His publication record demonstrates a consistent focus on autism research, particularly in the development and validation of therapeutic interventions. The Social Skills Development (SAS) method appears to be a significant contribution to the field, with multiple publications documenting its application and effectiveness. His more recent work has expanded to explore the intersection of bilingualism and autism, representing an innovative direction in autism research that addresses a growing need for evidence-based guidance for families and professionals. Rudelli has been actively involved in several significant research projects, including: "Bilinguismo e autismo: Il progetto Autism, Bilingualism, Cognitive & Communicative Developmental" (2022-2026) "An Ecological Reading Efficiency Screening Tool" (2017-2020) "Via Scola - Il tragitto casa-scuola: uno spazio-tempo tra responsabilità familiare e scolastica" (2017-2020) "Motricità fine nella SI e disturbi specifici dell'apprendimento" (2017-2020) "Autismo: un modello transfrontaliero di cura e inclusione" (2020-2022) His work demonstrates a strong commitment to bridging research and practice, with particular attention to developing practical tools and interventions that can be implemented in educational settings to support children with special needs and their families.

• Clinical Medicine
• Health Sciences
• Audiology
• +۵ مورد دیگر

Şenay Altinyay is an Assistant Professor at Gazi University , affiliated with the Faculty of Health Sciences, Department of Audiology . She has held administrative roles including Deputy Head of Department and Faculty Management Board Member . Education : PhD in Special Education (Gazi University), MSc in Audiology (Hacettepe University), BSc in Special Education (Gazi University) Research Focus : Audiology, hearing impairment, cochlear implantation, speech development, genetic hearing disorders, and telehealth interventions. Her research explores auditory rehabilitation in children with complex conditions, including inner ear malformations and vocal fold nodules . She has contributed to understanding the genetic basis of hearing loss (e.g., GJB2 mutations) and developed educational frameworks for multi-disability instruction . She has served on quality committees and faculty boards.

• Developmental Psychology
• Music Therapy
• Cognitive Development
• +۷ مورد دیگر

Dr. Fabia Franco is an Associate Professor in Psychology at Middlesex University , specializing in developmental psychology, music therapy, and cross-modal communication. With over two decades of research, her work bridges music cognition, language acquisition, and social-emotional development across the lifespan. Key research themes include infant communication through pointing, musical predictors of language development, and therapeutic applications of music for cognitive disorders. Her interdisciplinary collaborations span neuroscience, music therapy, and autism studies. Recent publications (2021-2024) focus on neonatal intensive care soundscapes, music-based cognitive interventions for aging populations, and cross-cultural studies of infant-directed communication in hunter-gatherer societies. She also develops assessment tools like the Music@Home questionnaire to quantify early musical environments.

Kenny Chiuمشاهده پروفایل

عضو هیئت علمی

• Clinical Psychology
• Social Anxiety
• Post-Traumatic Stress Disorder (PTSD)
• +۱۵ مورد دیگر

Kenny Chiu is a Clinical Lecturer in Clinical Psychology at Norwich Medical School, University of East Anglia. He serves as a Research Tutor for the ClinPsyD programme, leads research modules, and contributes to the Evidence-Based Practice in Psychology (EVBP2) module, covering child and adolescent mental health, forensic psychology, neurodevelopmental issues, and minority mental health. He holds affiliations as an Honorary Clinical Psychologist at the Baobab Centre for Young Survivors in Exile and an Honorary Consultant at Think Equal, and is a member of the United Nations Major Group for Children and Youth. DClinPsy, King's College London (2019) MSc (with distinctions), University College London and Yale University Doctoral training at the Institute of Psychiatry, Psychology & Neuroscience (IoPPN) Dr Chiu’s research focuses on adolescent social anxiety, trauma (especially PTSD), depression, digital mental health interventions, and resilience in vulnerable populations. He integrates big data, artificial intelligence, and clinical psychology to understand psychological mechanisms, systemic factors, and functional impairments. His work spans trauma in autistic adults, childhood maltreatment outcomes, and digital growth mindset interventions. He also contributes to policy discussions, including expert input on the UK Mental Health Bill. His recent research, widely covered in media and academic outlets, explores the links between social anxiety and suicidal ideation in youth, and the efficacy of brief digital interventions. He has published in high-impact journals such as JCPP Advances , Journal of Affective Disorders , and The British Journal of Psychiatry . Top Scholar on Anxiety by Scholar GPS (2024) Dr Chiu is actively involved in peer review for journals including Research on Child and Adolescent Psychopathology and Behavioural and Cognitive Psychotherapy , and has delivered invited talks on clinical psychology training. He also serves as an external examiner and sits on the standing review board of the Hong Kong Research Grants Council. His technical expertise includes machine learning, NLP, Python, and R, which he applies to enhance clinical research. He is a BABCP-accredited therapist, trained in Cognitive Therapy, DBT, ABFT, and Process-Based Therapy, and is a certified expert witness.

Emma Pagnamentaمشاهده پروفایل

دانشیار

• Communication Disorders
• Speech and Language Therapy
• Down Syndrome
• +۱۲ مورد دیگر

Dr. Emma Pagnamenta is an Associate Professor in Speech & Language Therapy at the School of Psychology and Clinical Language Sciences, University of Reading. She serves as Module Convenor for PL1PSY, PLMPSY, and PLMCP2R, while also supervising undergraduate dissertations and acting as Postgraduate Admissions Tutor for the MSc Speech and Language Therapy program. PhD in Neuroscience (Institute of Child Health, London) MSc in Speech and Language Sciences (University College London) MSc in Neuroscience (University of Edinburgh) BSc in Psychology (University of Durham) Her research focuses on communication disabilities, particularly in children with Down's syndrome, developmental language disorder (DLD), and speech sound disorders, emphasizing early intervention, family-centered care, and service accessibility. She investigates parent/carer involvement, heritage language policies, and digital health solutions for clinical practice, with expertise in patient and public involvement (PPI), clinical audit, and research capacity building. Dr. Pagnamenta leads the Speech and Language Therapy Research Cluster and co-leads the Health theme at the Centre for Literacy and Multilingualism (CeLM). She is affiliated with the Down Syndrome Clinical Excellence Network and the Child Speech Disorder Research Network, maintaining professional registrations with the Royal College of Speech and Language Therapists (MRCSLT) and HCPC.

• Cognitive Neuroscience
• Self-Consciousness
• Multisensory Integration
• +۵ مورد دیگر

Jane Aspell is a Professor of Cognitive Neuroscience at Anglia Ruskin University (ARU), affiliated with the Faculty of Science and Engineering and the School of Psychology, Sport and Sensory Science. She serves as Director of Postgraduate Research and REF Convenor for UoA 4 (Psychology, Psychiatry & Neuroscience). Aspell joined ARU in 2011 after postdoctoral positions at École Polytechnique Fédérale de Lausanne (EPFL), Goldsmiths College (London), and the University of Oxford. She holds a PhD in Neuroscience from the University of Newcastle and an MA in Biological Sciences from the University of Oxford. Her research investigates how multisensory bodily signals form the neurobiological basis of self-consciousness. Using EEG, behavioral experiments, and psychophysical methods, she studies bodily self-perception in neurotypical individuals, autistic populations, and chronic pain patients. Key interests include the integration of exteroceptive (visual/tactile) and interoceptive (e.g., cardiac) signals, and how these processes underpin higher-order self-concepts. Aspell co-leads the Body and Self Research Group within ARU's Centre for Mind and Behaviour. A review of her recent publications (2020-2024) reveals dominant themes in interoception, body image disorders, autism, and cross-cultural psychology. Her work consistently bridges clinical applications (fibromyalgia, pelvic pain) with fundamental questions about self-consciousness, employing innovative neurophysiological methods and cross-disciplinary collaborations. Finalist: Researcher of the Year (2024 Cambridge Independent Science Awards) Best PhD Supervisory Team Award (2023 & 2021) Vice Chancellor’s Award for Doctoral Supervision (2022) Faculty Research Award (2022) Vice Chancellor’s Innovation Award (2021) She actively supervises PhD candidates (e.g., Phaedra Longhurst, Azeezat Aminu) and has mentored 8+ students to completion. Major grants include a Leverhulme Trust Award (£153K, 2022), Versus Arthritis Pain Challenge (£190K, 2020), and Bial Foundation grants (2021, 2014). She directs the Self & Body Lab, pioneering VR/EEG studies on bodily self-consciousness.

Leah Beekman-Velardeمشاهده پروفایل

استادیار بالینی

• Communication Disorders
• Pediatric Traumatic Brain Injury
• Telehealth
• +۳ مورد دیگر

Dr. Leah Beekman-Velarde is a Clinical Assistant Professor in the Department of Communication Sciences and Disorders at Chapman University's Crean College of Health and Behavioral Sciences . She completed her PhD at Case Western Reserve University , following graduate and undergraduate studies at William Paterson University of New Jersey . Education Bachelor of Arts, William Paterson University Master of Science, William Paterson University PhD, Case Western Reserve University Her research focuses on telehealth applications for developmental disability screening in low-income urban communities , particularly addressing social communication deficits in pediatric traumatic brain injury (TBI) cases. She specializes in ambiguous language assessment and developmental risk evaluation using digital platforms. Recent publications highlight her work with the INvesT model for telehealth-based developmental screening and systematic reviews of social communication interventions post-pediatric TBI. While no formal awards are listed, her research addresses critical healthcare disparities through innovative technology implementation. Contact: beekman@chapman.edu

• Autism Spectrum Disorders
• Cognitive Neuroscience
• Social Cognition
• +۳ مورد دیگر

Dr. Baudouin Forgeot d'Arc is a Clinical Professor in the Department of Psychiatry and Addiction at the Faculty of Medicine, University of Montreal. He serves as head of the Psychiatry Department at CHU Sainte-Justine and directs research at the ABCs - Developmental Neuropsychology Laboratory, which is part of the Transforming Autism Care Consortium (RTSA-TACC) and Quebec 1000 Families project. University of Montreal (Faculty of Medicine) CHU Sainte-Justine (Psychiatry Department Head) CIUSSS Nord-de-l'Île-de-Montréal (Affiliated Researcher) His research focuses on cognitive neuroscience of social interactions in autism , examining differences in social cue processing, gaze direction detection, theory of mind, and joint attention mechanisms. He collaborates with institutions like INSERM and employs behavioral experiments, eye-tracking, and brain imaging techniques. Recent publications demonstrate expertise in social judgment modeling autism neuroimaging computational psychiatry approaches hormonal pathway analysis Current projects include "Concevoir les lieux avec, par et pour les personnes autistes" (2020-2025) and housing initiatives for autistic adults (2022-2024), funded by Quebec research foundations. He supervises trainees in cognitive neuroscience psychology biomedical sciences and teaches at the Université de Montréal's research center, which houses over 200 researchers in child neurodevelopment and psychopathology.

• Speech-Language Pathology
• Phonological Awareness
• Child Language Development
• +۲ مورد دیگر

Ketnipa Ratanakul is a Doctor of Philosophy specializing in Speech and Language Therapy research. Her academic profile centers on evidence synthesis through scoping reviews, with primary focus on phonological development in children. Her research interests critically examine phonological awareness mechanisms in Thai-speaking pediatric populations, addressing language acquisition challenges among at-risk children . This work intersects clinical linguistics, developmental psychology, and cross-cultural educational interventions. Analysis of her publication reveals strong emphasis on methodological rigor in scoping reviews , particularly regarding literacy foundations in non-English linguistic contexts. Her research demonstrates how phonological processing impacts educational outcomes for vulnerable child demographics. No scientific awards or student advisement activities are documented in available records. Current research appears focused on expanding cross-linguistic frameworks for speech-language pathology assessment tools.

• Development of Language and Literacy Skills in Preschool and Primary School Age
• Relationship of Phonological and Orthographic Processes in Literacy Acquisition
• Methods and Tools to Study Literacy in Cross-Linguistic Perspective
• +۱ مورد دیگر

Dr. Gabriela Málková serves as an Assistant Professor in the Department of Psychology and Life Sciences at Charles University's Faculty of Humanities, specializing in child language and literacy development research with practical applications for educational psychology. Education Ph.D. in Educational Psychology (2001-2007), Faculty of Education, Charles University, Prague M.A. in Psychology and Special Pedagogy (1996-2001), Faculty of Education, Charles University, Prague Research Focus Her work investigates literacy acquisition mechanisms in early childhood, emphasizing phonological-orthographic interplay and cross-linguistic assessment methodologies . She develops practical intervention tools for literacy disorders through international collaborations, targeting real-world applications in psychological counseling and educational practice. Professional Network European Literacy Network member Society for the Scientific Study of Reading member Scientific committee member for SILE International Symposium Active collaborator with Czech National Institute for Education (NUV) Research lead for ATC Prague's Feuerstein's Instrumental Enrichment program International partnerships with Bangor University (UK), Paneurópska vysoká škola (Slovakia), Université Paris-Est Créteil (France), and University of Galway (Ireland) Academic Contributions Dr. Málková teaches Developmental Psychology, Language and Literacy Acquisition, Social Psychology, and Research Methodology courses while supervising bachelor's, master's, and PhD theses on literacy development. Her research directly informs national assessment tools through the Czech National Institute for Education.

Farah Allouchمشاهده پروفایل

استادیار

• Cardiovascular Disease Epidemiology
• Maternal and Child Health
• Health Disparities
• +۵ مورد دیگر

Farah Allouch, PhD, MPH is an Assistant Professor in the Department of Epidemiology at Tulane University's School of Public Health and Tropical Medicine. Her research focuses on cardiovascular disease epidemiology, maternal and child health, health disparities, and implementation science. She has a special interest in community-based interventions and social determinants of health. PhD in Epidemiology, Tulane University MPH in Epidemiology & Biostatistics, University of California, Berkeley BS in Biology, American University of Beirut Her work addresses health equity through interventions in Black communities and refugee populations, utilizing mixed-methods research and statistical programming languages. Recent articles analyze cardioprotective behaviors in New Orleans churches, refugee mental health in Lebanon, and maternal insurance impacts on birth outcomes. Scientific awards include the American Heart Association Award for Excellence in Cardiovascular Health Equity, Delta Omega Public Health Honorary Society membership, and RStudio Diversity Scholar recognition.