جست‌وجوی استاد و پژوهشگر

• Educational Sciences
• Health Pedagogy
• Body and Movement Education
• +۵ مورد دیگر

Enza Sidoti is an Associate Professor in the Department of Psychological, Pedagogical, Physical Exercise and Training Sciences at the University of Palermo. She holds regular office hours on Thursdays from 12:00 to 14:00 in Building 15, floor 7, room 016, with online options available via Microsoft Teams. For the 2025/2026 academic year, she teaches multiple courses including General Pedagogy Workshop, Pedagogy of the Body and Communication, Health Pedagogy, and General Pedagogy across Educational Sciences and Pedagogical Sciences programs. Dr. Sidoti's research spans Educational Sciences, Health Pedagogy, Body and Movement Education, Emotional Education, Early Childhood Education, and Inclusive Education . Her work consistently focuses on the connections between physicality, emotional development, and educational practices. She explores how bodily awareness, movement, and emotional competence contribute to holistic educational approaches across various age groups and contexts. Analysis of her recent publications (2021-2024) reveals strong thematic trends in emotional education , particularly regarding teacher training and professional development; body-mind connections in educational settings; and inclusive approaches to teaching and learning. Her research bridges theoretical pedagogical concepts with practical applications in schools and community settings, with increasing attention to digital learning environments and pandemic-related educational challenges. Dr. Sidoti actively contributes to professional development initiatives including: Training program for nursery school teachers (2019-2020) where she taught an 18-hour module on "How spaces and materials are organized for children's learning" Experimental project "Natural Moving" (2020-21) where she delivered a module on "Pedagogy of Outdoor Education" The "SHE Network" project as scientific advisor for health promotion in the school environment in the Metropolitan City of Palermo Her professional activities demonstrate strong commitment to translating educational research into practical applications that support teachers, enhance learning environments, and promote health and well-being in educational contexts.

• Neuropsychology
• Cognitive Neuroscience
• Physical Activity and Cognitive Efficiency
• +۴ مورد دیگر

Patrizia Turriziani is a Full Professor at the University of Palermo in the Department of Psychological, Pedagogical, Physical Exercise and Training Sciences . She serves as the Delegate for Supporting Neurodiversity and contributes to institutional initiatives like CE.N.DIS (University Center for Disability and Neurodiversity) and the ARTEMISIA Center for Gender Studies. Her research is centered in Neuropsychology and Cognitive Neuroscience , with a focus on sensory processing, memory, and physical activity's cognitive effects. Institutional Roles: Delegate for Neurodiversity, CE.N.DIS, ARTEMISIA Center, NeuroTeam srl Labs: Neuropsychology Lab Research Interests include cognitive rehabilitation, sensory-motor integration, neurodevelopmental disorders, and neuromodulation techniques like rTMS and tDCS. Her recent publications highlight stroke recovery , Alzheimer's interventions , and sensory processing in neurodiverse populations. She also investigates spatial cognition and memory enhancement through prism adaptation and digital therapeutics. Key Collaborations involve the Neuropsychology Lab and translational research with the NeuroTeam srl initiative. Her work spans both clinical and developmental neuropsychology , integrating applied neuroscience with educational and rehabilitation frameworks.

Sheila Flanaganمشاهده پروفایل

مدرس

• Auditory Neuroscience
• Developmental Dyslexia
• Speech Processing
• +۳ مورد دیگر

Dr. Sheila Flanagan is an academic researcher affiliated with the Department of Psychology at the University of Cambridge and a Research Associate at the Centre for Neuroscience in Education since 2012. She serves as Director of Studies in Psychological and Behavioural Sciences and Bye-Fellow of Selwyn College. Ph.D. in Experimental Psychology (University of Cambridge) MSc in Music Technology (University of York) Background in psychoacoustics from engineering experience Her research focuses on auditory neuroscience, developmental dyslexia, and speech processing through neural entrainment. Key projects include the Botnar project (assisted listening tech for dyslexia), BabyRhythm project (auditory rhythm processing in infants), and studies of temporal sampling theory in speech encoding. Her work combines EEG analysis, motion capture, and computational modeling across neurotypical and atypical populations. Recent publications highlight trends in decoding speech from neural data, binaural temporal fine structure sensitivity, amplitude rise time processing, and cross-sectional studies of language development in Spanish-speaking contexts. She examines how cortical oscillations track speech rhythms across different modalities (acoustic/visual) and developmental stages. She collaborates with researchers such as Usha Goswami (PI of lab group), Kanad Mandke , and Áine Ní Choisdealbha . Her methodological expertise includes auditory perception studies, speech enhancement algorithms, and longitudinal neuroimaging.

Kim Saudinoمشاهده پروفایل

استاد

• Behavioral Genetics
• Child Temperament
• Developmental Psychology
• +۳ مورد دیگر

Kim Saudino is a Professor of Psychology and Lab Director at Boston University, specializing in the genetic and environmental influences on child temperament and behavioral development. She leads the Boston University Twin Project (BUTP), focusing on longitudinal assessments of temperament across childhood using twin studies, observational methods, and actigraph technology. Research Focus: Genetically-sensitive designs to disentangle temperament origins, continuity/change in behavioral traits, and links between early temperament and later psychopathology Funding Sources: Social Sciences and Humanities Research Council of Canada, National Institute of Mental Health, National Institute of Child Health and Development Publications: Featured in leading journals like Child Development , Developmental Science , and Journal of Child Psychology and Psychiatry Email: ksaudino@bu.edu

• Speech and Language
• Genetic Conditions
• Sensory Processing
• +۳ مورد دیگر

Dr. Harriet Smith is a Teaching Professor at the School of Psychology , University of Sheffield. Her research focuses on speech and language disorders, sensory processing in rare genetic syndromes, tinnitus, and hearing health. She has contributed extensively to studies on tinnitus in children and communication impairments in neurogenetic conditions like SOX11 syndrome and 16p11.2 deletion/duplication. Qualifications: BSc in Neuroscience, PhD in Otorhinolaryngology Her work emphasizes patient involvement in clinical trial design, particularly through the COMiT’ID study, which established core outcome domains for tinnitus interventions. Recent publications highlight trends in pediatric audiology , syndrome-specific sensory research , and clinical outcome standardization . Teaching Activities: Supervises undergraduate research projects and extended essays; teaches masters-level research methods and serves as a personal tutor and placements coordinator. Labs and Teams: Affiliated with the Sheffield Autism Research Lab (ShARL) .

Line Britt Ulriksenمشاهده پروفایل

استادیار

• Special Education
• Reading Instruction
• Augmentative and Alternative Communication (AAC)
• +۲ مورد دیگر

Line Britt Ulriksen is an Assistant Professor at the Department of Education, ICT and Learning (PIL) in the University of Southeast Norway, based in Halden. Her research focuses on educational interventions for neurodiverse populations, particularly those requiring Augmentative and Alternative Communication (AAC). Research Areas: Special Education, Reading Instruction for Intellectual Disabilities, Autism Spectrum Disorders, Educational Technology Methodology: Multiple single-case experimental designs, longitudinal studies, clinical trials Key Publications: 2025 study on AAC-based reading interventions for autistic students; 2024 research on parental perceptions in inclusive education; 2023 series on literacy strategies for AAC users Her work emphasizes practical applications for educators and clinicians, addressing challenges in both academic and social development. No awards, supervisees, or institutional affiliations beyond her current role were explicitly mentioned in the provided texts.

Jacqui McKechnieمشاهده پروفایل

مدرس ارشد

• Speech Pathology
• Linguistics
• Pediatrics
• +۴ مورد دیگر

Jacqui McKechnie is a Senior Lecturer in Speech Pathology at the University of Canberra. She transitioned to academia in 2016 after holding clinical roles in public and private sectors, focusing on preschool and school-aged children. Her teaching areas include linguistics, language development, pediatric speech disorders, and clinical skills training. PhD, University of Sydney (2012) Her research examines intervention efficacy for pediatric speech sound disorders, evidence-based literacy instruction, and interprofessional collaboration with educators. She leverages technology like tablet-based tools and SMS messaging to enhance speech therapy accessibility and outcomes. Recent publications highlight trends in technology-driven speech therapy, early childhood waitlist management, and multi-sector interventions. Topics span tablet-based therapy , text messaging programs , and collaborative care models . 2024: Reflective case study on interprofessional collaboration in early childhood development 2024: Evaluation of classroom literacy interventions 2023: SMS-based parental support pilot study 2022: Multisector health equity program protocol 2021: Longitudinal tablet therapy assessment McKechnie’s work emphasizes innovative solutions for clinical challenges, including dynamic cueing techniques and educator capacity-building. She actively supervises PhD students and collaborates on projects like the Read It Again–KindergartenQ! initiative. Her projects include randomized trials for childhood apraxia of speech and multi-component programs addressing health inequity in the Australian Capital Territory. She participates in invited talks on clinical management and speech therapy advancements.

• Vision Science
• Neuroscience
• Visual Rehabilitation
• +۳ مورد دیگر

Hanna Willis is a Lecturer in Psychology at New College and a Postdoctoral Researcher with the Nuffield Department of Clinical Neuroscience (NDCN) at the University of Oxford. She is a core member of the Vision Group, conducting translational research on visual impairment rehabilitation, with current projects including the HEROES study (amblyopia in adults) and Oxford Rehabilitation in Stroke Study through collaborations with École Normale Supérieure, University of Rochester, University of Texas, and University of Turin. Her educational background comprises an MPsych and a DPhil in Clinical Neuroscience awarded by The Queen's College, University of Oxford in August 2023. Her doctoral work investigated brain mechanisms supporting visual recovery after stroke, which she continued as a Postdoctoral Researcher until June 2024 before launching her amblyopia rehabilitation project. Research interests focus on Vision Science and Neuroscience, specifically neural mechanisms of visual impairment in stroke (hemianopia) and developmental disorders (amblyopia). She employs MRI, behavioral methods, and clinical testing to develop rehabilitation protocols that maximize residual vision and improve patient independence through understanding neuroplasticity and white matter changes. Recent publications reveal concentrated work on visual field rehabilitation (2024-2025), emphasizing white matter markers in stroke recovery and novel amblyopia interventions. Her contributions also extend to neuroinformatics infrastructure, supporting open neuroscience research via the brainlife.io platform. Scientific awards: No awards documented in the provided text. Advising and grants: No graduate students or advisees are listed. Current grant-supported projects include the HEROES study (adult amblyopia rehabilitation using exercise and reverse patching) and the Oxford Rehabilitation in Stroke Study, reflecting her focus on clinical translation. Collaborators span Oxford (Dr Betina Ip), University of Rochester (Prof. Krystel Huxlin, Dr Matthew Cavanaugh), University of Texas (Prof. Franco Pestili, Dr Bradly Caron), and University of Turin (Prof. Marco Tamietto). Labs and teams: Based at the Wellcome Centre for Integrative Neuroimaging (WIN-Annexe) in Oxford's Wolfson Building, she leads research within the Vision Group of NDCN. The lab actively recruits patients for rehabilitation studies and maintains international partnerships to advance neuroimaging methodologies for visual disorders.

• Dyslexia
• Literacy Development
• Special Educational Needs
• +۴ مورد دیگر

Professor Julia Carroll serves as Professor of Psychology in Education at the University of Birmingham's School of Education, having joined in 2024 after previously holding professorial positions at Coventry University (2016-2024) and a lectureship at the University of Warwick (2004-2014). Her work bridges psychological science and educational practice to address special educational needs, with a primary focus on improving literacy outcomes for children and young people. Her educational background includes: PGCert in Post-compulsory Education from the University of Warwick (2006) DPhil in Developmental Psychology from the University of York (2001) BA (Hons) in Psychology and Philosophy from the University of Oxford (1998) Carroll's research centers on dyslexia and literacy development , emphasizing longitudinal methodologies and morphological approaches to intervention. She investigates how phonological awareness, auditory processing, and prosody interact with reading difficulties, particularly in children with histories of otitis media. Her work strongly advocates for evidence-based educational practices informed by developmental psychology. Analysis of her 15 most recent publications (2018-2025) reveals dominant themes in dyslexia assessment consensus-building, literacy intervention efficacy, and disability measurement frameworks. Key trends include international comparative studies on childhood disability, morphological approaches to multisyllabic word reading, and systematic reviews of educational assessment tools - all reflecting her commitment to translating research into practical educational applications. Her professional distinctions include: Chartered Member of the British Psychological Society Fellow of the Higher Education Academy Carroll actively supervises PhD research in dyslexia and literacy development, prioritizing longitudinal designs and secondary data analysis. Her grant-funded work includes significant contributions to Education Endowment Foundation evidence reviews on literacy development, assessment measures, and pedagogical approaches, directly impacting UK educational policy and practice. Previously, she contributed to Coventry University's research centre focused on psychology-education integration (2014-2024), where she developed collaborative frameworks for addressing literacy challenges in educational settings.

• Literacy Development
• Dyslexia
• Dyscalculia
• +۷ مورد دیگر

Dr. Sietske van Viersen is an Assistant Professor at Utrecht University's Faculty of Social and Behavioral Sciences , Department of Development & Education of Youth in Diverse Societies . Her work bridges research and practice in literacy/numeracy development, with a focus on neurodiverse populations including children with dyslexia/dyscalculia and giftedness. PhD in Educational Sciences (cum laude) from University of Amsterdam (2017) Postdoc at University of Amsterdam and University of Oslo Editorial Board Member: Journal of Learning & Instruction Executive Guest Editor: Special issue on Resilience in Learning Member: Scientific Advisory Board on Dyslexia (WARD, since 2024) Her research examines academic resilience , particularly protective factors in literacy development among children with learning difficulties. She leads international projects like Resilience in Reading and Orthographic Learning across multiple languages, while supervising PhD candidates in cross-institutional collaborations (Utrecht University, Radboud University, University of Oslo). Notable methodological contributions include meta-analyses on literacy-IQ relationships and eye-tracking diagnostics. Recent projects investigated literacy development through word-length effects, language transparency, and text-level processing. Despite securing a 2024 starter grant (subsequently canceled), she continues work on the NWO Rubicon-funded Sentence Reading Fluency study. Her teaching portfolio includes coordinating courses on Inclusive Education and Learning and Individual Differences across bachelor's, master's, and research master's programs.

• Applied Data Science
• Human-centered Artificial Intelligence
• Machine Learning
• +۵ مورد دیگر

Dr. Heysem Kaya is an Assistant Professor at Utrecht University's Faculty of Science , affiliated with the Social and Affective Computing research group in the Department of Information and Computing Sciences. With over 90 publications and 2600+ citations, his work bridges machine learning, speech processing, and affective computing to advance applications in mental health, child behavior analysis, and explainable AI. PhD in computational paralinguistics from Bogaziçi University (2015) Editorial board member of IEEE Transactions on Affective Computing Keynote speaker at University of Glasgow Social AI Workshop (2025) Leader of the student wellbeing task force at Utrecht's Faculty of Science (2023-2025) Research spans applied data science , human-centered AI , and computational paralinguistics , with notable contributions to emotion recognition, bias mitigation, and multimodal analysis of mental health indicators. Recent articles focus on fairness in AI, explainable models for depression severity, and synthetic data generation. Awarded six ComParE Challenges (INTERSPEECH), three ChaLearn Awards , and first runner-up in EmotiW 2015 , Kaya's work combines technical rigor with societal impact. His projects include the Turkish Audio-Visual Bipolar Disorder Corpus and federated learning for psychiatric violence prediction.

Ingrid Lossius Falkumمشاهده پروفایل

استاد

• Semantics
• Pragmatics
• Language Acquisition
• +۵ مورد دیگر

Ingrid Lossius Falkum is a Professor at the University of Oslo with a shared position between the Department of Philosophy (IFIKK) and the Department of Linguistics (ILN). She is affiliated with the Centre for Philosophy and the Sciences (CPS) and the Centre for Multilingualism in Society across the Lifespan (MultiLing). Her academic career spans multiple prestigious research grants and leadership roles in both Norwegian and European research initiatives. Education: PhD in Linguistics (2011), University College London (supervisor: Robyn Carston) MA in Pragmatics (2005), University College London (supervisor: Deirdre Wilson) MA in French Linguistics (2004), University of Oslo Research Interests: Professor Falkum's primary research focuses on semantics and pragmatics of verbal communication, with particular emphasis on how children acquire pragmatic abilities to express intentions and make inferences about others' intentions. Her work spans lexical semantics, contextual modulation of word meanings, and the challenges of modeling human communication in AI systems. She investigates non-literal language use including metaphor, metonymy, and irony across typical and atypical development (particularly autism spectrum disorders). Research Trends: Her recent publications demonstrate a clear trajectory examining pragmatic development through experimental methodologies, with growing integration of AI communication challenges. Her work bridges theoretical linguistics, developmental psychology, and cognitive science, increasingly focusing on how humans interact with language models and the implications for understanding human communication. Awards and Recognition: ERC Starting Grant (2020-2025) for DEVCOM project Research Council of Norway FINNUT project (2020-2024) HF Strategic Priority Grant (2024-2028) VELFERD Research Project (2025-2028) Young Research Talent Grant (2015-2019) Mentoring and Grants: Professor Falkum serves as Principal Investigator on multiple major research projects, mentoring numerous PhD students, postdocs, and research assistants. She leads the DEVCOM project investigating children's pragmatic competence development and the Creativity and Convention project examining pragmatic development in typical and atypical populations. Her current team includes researchers working on metaphor comprehension, irony understanding, noun-noun compounds, and pragmatic aspects of language in autism. Research Infrastructure: She oversees laboratory operations for the DEVCOM and Creativity and Convention projects, with Margareta Berg serving as Lab Manager. Her research groups include Communicative Processes (ComPros), Figurative Communication, Clinical Linguistics and Language Acquisition, and Pragmatics: Theory and Experiments.

Monika Pudłoمشاهده پروفایل

مدرس

• Mindfulness meditation
• Virtual reality applications in psychology
• Aesthetic experiences and stress
• +۶ مورد دیگر

Monika Pudło is a Lecturer at the Department of Cognitive Psychology, Development and Education within the Faculty of Psychology in Warsaw at SWPS University. She holds a PhD in Social Sciences and a Master's in Psychology, focusing on cognitive and developmental aspects of neurodiverse populations. Research interests include mindfulness meditation using virtual reality Emotions and cognitive processes in children and adolescents with neurodevelopmental disorders Social motivation and its impairments in autism and schizophrenia Impact of creativity and art on mental health Attentional processing and communication in autism spectrum disorders Her recent publications explore attentional networks, sleep-onset theories, and neurocognitive phenomena in autism. While no formal awards are documented, her work spans clinical, developmental, and cognitive psychology with interdisciplinary applications.

• Developmental speech and language difficulties
• Speech and literacy acquisition
• Multilingual children
• +۳ مورد دیگر

Alexandra Oseghale serves as a University Teacher (equivalent to Lecturer) in the Department of Human Communication Sciences at the School of Allied Health Professions, Nursing and Midwifery, University of Sheffield. She holds an MSc in Speech Difficulties from the same institution and qualified as a Speech and Language Therapist in Greece in 2009. Her educational trajectory includes clinical practice in Greek private healthcare followed by advanced research training at Sheffield. Oseghale's scholarly focus centers on developmental speech and language disorders across pediatric populations, with specialized expertise in literacy acquisition patterns among monolingual and multilingual children. A significant thread in her work examines the intersection of communication disorders with psychiatric comorbidities, particularly through epidemiological analysis of child development data. She has received the Exceptional Contribution Award (ECA) for departmental service excellence. Exceptional Contribution Award (ECA) Oseghale actively shapes academic governance as Departmental Champion for the Medicine, Dentistry and Health Research Staff Association (MDHRSA), representing early-career researchers on the Faculty's Early Career Group Committee and Excellence Through Inclusion Committee. Her current research leadership includes the Education Endowment Foundation-funded Nuffield Early Language Intervention trial—a major collaborative project with UCL, Oxford, York, and ICAN—aimed at scaling evidence-based oral language programs for young children.

Carola Clausمشاهده پروفایل

پژوهشگر

• Suicidal Behavior
• Borderline Personality Disorder
• Clinical Diagnostics
• +۲ مورد دیگر

Carola Claus, M.Sc., is a researcher and PhD candidate at Ruhr University Bochum's Research and Treatment Center for Mental Health (FBZ), specializing in Clinical Psychology and Psychotherapy. Her work focuses on suicidal behavior assessment, borderline personality disorder treatment, and mental health disparities in immigrant populations within the Department of Clinical Psychology and Psychotherapy. Her academic qualifications include: 2023: Approbation (license to practice as a psychotherapist) 2020-2023: Postgraduate program in Clinical Psychology and Psychotherapy (behavioral therapy focus) 2020: Master of Science in Psychology (Clinical Psychology) 2017: Bachelor of Science in Psychology (Counseling and Intervention) 2016: Research internship at Chulalongkorn University, Bangkok Her research centers on suicidal experiences and behavior, with significant contributions to the German validation of the Suicide Attempt Self-Injury Interview (SASII) and systematic reviews of acute suicidal-affective disturbance. She also investigates how self-concept contributes to mental health disparities among immigrant youth from childhood through adolescence, highlighting cultural and developmental factors in psychological vulnerability. Recent publications (2020-2023) reveal dual research trajectories: clinical tool validation for suicide assessment and longitudinal analysis of immigrant mental health. Her work bridges clinical psychology with developmental and cultural perspectives, emphasizing practical applications in diagnostic instruments and culturally sensitive interventions. Scientific Awards: No scientific awards were documented in the source materials. She coordinates the DBT-Stage II project for borderline personality disorder treatment (2021-present) and previously contributed to the 'Kulturfaire Versorgung' project (2017-2019) on culturally competent mental healthcare. As a PhD candidate under Prof. Dr. Jürgen Margraf, she conducts dissertation research while maintaining clinical practice experience from her psychotherapeutic work at Elisabeth Hospital Hattingen (2020-2021). As an integral member of the Clinical Psychology and Psychotherapy team at FBZ, she contributes to both research initiatives and clinical service development, particularly in crisis intervention frameworks for adult and adolescent populations.