Dr. Wenjuan Yu is a Lecturer at the School of Computing and Communications (SCC), InfoLab21, Lancaster University, UK. She holds a PhD in Communication Systems from Lancaster University and has held prior roles, including Research Fellow at the 5G Innovation Centre (5GIC), University of Surrey (2018–2020), and part-time Research Officer at the University of Essex (2017–2018). She is a Fellow of the Higher Education Academy and a Senior Member of IEEE. Her research focuses on communication systems, with emphasis on radio resource management, mMTC, low-latency communications, B5G/6G, MEC, and machine learning. She actively contributes to IEEE conferences as a Technical Program Committee (TPC) member and holds editorial roles, including Executive Editor for Transactions on Emerging Telecommunications Technologies (2019–2022). Current teaching includes CNSCC141 Professionalism in Practice and CNSCC365 Advanced Networking . Dr. Yu supervises PhD students in EE/CS, particularly welcoming applicants from China via CSC scholarships. Her projects include DSI-funded initiatives on sustainable AI-driven resource allocation for 6G and Smart Multi-RAT Traffic Steering for V2X systems. She leads research groups in Security Lancaster (Networks, Systems, Distributed Systems).
Caroline Ketcham is a Professor of Exercise Science and the Associate Dean of Elon College, the College of Arts and Sciences at Elon University. Her research focuses on movement neuroscience, neurodiversity, concussions, and mental health, with expertise in neuromusculoskeletal control and rehabilitative strategies across diverse populations including children, elderly, neurological patients, and athletes. Education: PhD in Exercise Science/Motor Control, Arizona State University (2003) MS in Exercise Science/Motor Control, Arizona State University (1999) BA in Biology/Psychology, Colby College (1996) Her work spans motor control, concussion management, and mental wellness, with over 87 undergraduate mentees and 65+ publications. She co-edited Concussion in Athletics and Cultivating Capstones , and co-directs the Elon BrainCARE Research Institute, which advocates for concussion awareness and mental health. Recent research trends include concussion baseline testing as mental health screening, dual-task gait analysis, and global mentoring frameworks. Scientific awards highlight her contributions: Distinguished Scholar (2023), Ward Family Mentoring Award (2017), and multiple teaching distinctions. Scientific Awards: Distinguished Scholar Award (2023), Elon University Ward Family Excellence in Mentoring Award (2017), Elon University Elon College Service Award (2014), Elon University School of Education Excellence in Scholarship Award (2010), Elon University Teacher of the Year (2007), Texas A&M University She actively mentors students in concussion advocacy and neurodiverse movement research, with hundreds advised in health professions. Her labs focus on neuromuscular control and mental wellness initiatives.
Julien Chanal is a researcher at the Faculty of Psychology and Educational Sciences, University of Geneva, specializing in Methodology and Data Analysis (MAD group). His work bridges educational psychology, motivation theory, and neuropsychology through empirical studies on self-determination, physical activity, and cognitive function. Primary affiliation: University of Geneva Research focus: Motivation and executive function assessment Key areas: Physical education, materialism effects, neuropsychological testing His research spans two decades, producing 38 publications with over 19,000 views. Recent projects examine motivation multidimensionality (2025), aerobic fitness-cognition links (2024), and neural correlates of materialism (2018). Despite extensive publication history, specific student names remain unspecified. Methodological innovations include epoch-length analysis in physical education (2015), self-concept modeling (2009), and neuropsychological norm establishment in Cameroon (2009). His work remains actively cited across disciplines, though no scientific awards are explicitly documented in available sources.
Troy McDaniel is an Assistant Professor at Arizona State University's School of Manufacturing Systems and Networks, specializing in haptic interfaces and assistive technologies for people with disabilities. With over 50 peer-reviewed publications and two authored books, his work bridges engineering, computer science, and healthcare to develop innovative rehabilitation solutions. Ph.D. from Arizona State University His research focuses on haptic perception and human augmentation through wearable technologies, with emphasis on assistive devices for motor and cognitive rehabilitation. Key areas include vibrotactile communication systems, social robotics for elderly care, and machine learning applications for activity recognition. His work prioritizes user-centered design for real-world disability challenges. Recent publications (2023-2025) demonstrate strong trends in haptic neuro-spatial rehabilitation, executive function therapy apps, and social robot companionship systems. His research increasingly integrates privacy-preserving AI for smart city health applications while maintaining clinical validity through partnerships with institutions like Mayo Clinic. Multiple Top 5% teaching awards for faculty at the Ira A. Fulton Schools of Engineering Dr. McDaniel advises graduate students in manufacturing systems and robotics through dissertation committees (MFG 799, CSE 799), with recent projects spanning haptic training simulations to PERACTIV activity monitoring systems. His research funding includes significant NSF grants like the IGERT program on person-centered technologies for disabilities and collaborations with Intel Corp on smart stadium applications. He contributes to ASU's Smart Living Research initiative, developing haptic neuro-spatial rehabilitation devices and social robotics frameworks within interdisciplinary teams focused on translating lab innovations to community health solutions.
Andreas Fink serves as a University Professor at the Institute of Psychology within the Faculty of Natural Sciences at Karl-Franzens-University Graz, Austria. His research bridges cognitive neuroscience, psychology, and sports science with a particular emphasis on understanding the neurobiological foundations of creative thinking and emotional processing. As a leading figure in creativity neuroscience, Professor Fink employs advanced methodologies including EEG, fMRI, and ambulatory monitoring to investigate how physical activity influences brain function and cognitive performance. His work has significant implications for mental health interventions and cognitive enhancement strategies across various populations. Professor Fink's research interests center on three interconnected domains: biological mechanisms of cognitive and affective functions, creativity neuroscience, and the relationship between physical activity and brain health. His laboratory investigates how physical exercise influences neural processes related to creativity, emotion regulation, and cognitive performance through both basic neuroscience research and applied interventions. A hallmark of his approach is examining EEG alpha power during creative ideation tasks while simultaneously exploring how running, dance, and other physical activities can improve mental health outcomes and cognitive functioning. His work spans from laboratory-based experimental designs to real-world interventions with ecological validity. Analysis of Professor Fink's recent publication trajectory reveals a sophisticated evolution in his research focus, with increasing emphasis on the intersection of physical movement, brain function, and creative cognition. His work has progressively incorporated more ecologically valid approaches using ambulatory monitoring to study creativity in natural contexts, while maintaining rigorous neuroscience methodology. A consistent theme across his publications is neuroplasticity, particularly how physical exercise interventions induce structural and functional brain changes, with special attention to hippocampal volume and white matter integrity. His research has expanded to explore specialized forms of creativity including malevolent creativity and the nuanced relationship between everyday movement patterns and creative cognition. 2009 Psychology Prize for innovative scientific or practical work for his habilitation thesis 'The neuroscientific study of creative thinking' from the Professional Association of Austrian Psychologists (BÖP) and the Austrian Psychological Society (ÖGP) Professor Fink currently leads multiple significant research initiatives funded by the Austrian Science Fund (FWF), including 'Neuronal mechanisms underlying the generation of creative solutions in complex environments' (2016-2018), 'Running Away From Depression with Your Brain and Your Heart' (2022-2025), and 'Dance and Brain' (2024-2026). These projects demonstrate his commitment to translating basic neuroscience findings into practical interventions for mental health. While specific doctoral students aren't listed in the provided materials, his position as a full professor and principal investigator on multiple grants indicates active mentorship of junior researchers and graduate students. His collaborative approach is evident through interdisciplinary partnerships spanning psychology, neuroscience, sports science, and clinical practice. Professor Fink is an active member of the 'Complexity of Life' profile area at the University of Graz and participates in the 'Brain and Behavior' research network. His laboratory environment fosters interdisciplinary collaboration, bringing together researchers from diverse backgrounds to tackle complex questions about the brain-mind-body connection. Current projects suggest his team employs a multimodal approach combining neuroimaging, physiological monitoring, behavioral assessments, and intervention studies to comprehensively investigate how physical activity influences brain function and creative cognition. His 'Running Away From Depression' project exemplifies his translational research focus, directly connecting basic neuroscience findings to clinical applications for mental health improvement.
Filip Sondej is a Researcher at the Department of Cognitive Science within the Faculty of Philosophy at Jagiellonian University in Krakow, Poland. His work bridges cognitive science and artificial intelligence, focusing on critical safety aspects of modern language models and multi-agent systems. His primary research interests include AI safety, LLM unlearning techniques, Chain-of-Thought faithfulness, AI conflict resolution, and digital sentience. Sondej's work addresses fundamental challenges in ensuring that increasingly powerful language models behave safely and align with human values. Analysis of Sondej's publication record reveals a strong interdisciplinary focus combining cognitive neuroscience methodologies with AI safety research. His recent work demonstrates a clear trajectory from traditional cognitive neuroscience investigations toward cutting-edge AI safety mechanisms, particularly in developing methods for removing unsafe behaviors from language models while maintaining functionality. The publications show sophisticated integration of neural network analysis with human cognitive processes. Sondej collaborates extensively with researchers including Anna Grabowska and Magdalena Senderecka, appearing as co-author on multiple publications in high-impact journals such as NeuroImage, Cerebral Cortex, and Journal of Cognitive Neuroscience. His research program bridges theoretical cognitive science with practical AI safety applications.
Professor Michelle Ellefson is a Professor of Cognitive Science at the University of Cambridge's Faculty of Education, where she serves as Director of CAM-DTP and as Undergraduate Tutor for Gonville and Caius College. She convenes the INSTRUCT Research Group (Implementing New Student Thinking Resources Using Cognitive Theory) and is affiliated with multiple interdisciplinary initiatives including Cambridge Neuroscience, Cambridge Big Data, and Cambridge Language Sciences. Her educational background includes a PhD and MA in Brain and Cognitive Sciences from Southern Illinois University and a BA in Psychology, summa cum laude, from the University of Minnesota. She is a member of several professional organizations including the Psychonomic Society, Cognitive Science Society, Women in Cognitive Science, and SPARK Society. Professor Ellefson's research integrates cognition, neuroscience, child development, and education into a multi-disciplinary program aimed at improving math and science education. Her work focuses on executive functions in school achievement, children's causal reasoning about scientific phenomena, and applying cognitive principles like simplicity and desirable difficulties to classroom learning. Her research spans laboratory-based studies paired with classroom applications to understand cognitive development mechanisms and improve educational practice. Her recent publications reveal strong trends in executive function research across cultural contexts, particularly examining East-West contrasts and the relationship between executive functions and academic achievement. Her work increasingly focuses on developing and validating assessment tools like the Zoo Task for metacognitive problem-solving, and she is committed to open science practices including registered reports and pre-registration of studies. Psychonomic Society Cognitive Science Society (CogSci) Women in Cognitive Science (WiCS) SPARK Society Professor Ellefson actively supervises PhD students through the Psychology, Education & Learning Studies program and teaches cognitive psychology and educational neuroscience in the PGCE program. She emphasizes quantitative methods and R programming for data analysis, requiring doctoral students to develop strong statistical skills. Her lab follows Cambridge's inquiry-based learning model and maintains a commitment to diversity and inclusion, welcoming researchers from varied socioeconomic, national, and cultural backgrounds. The INSTRUCT Lab also focuses on open science practices, sharing data and materials through OSF and publishing preprints in Psych-Archive.
Julie Boland is a Professor at the University of Michigan's College of Literature, Science, and the Arts, affiliated with the Psychology and Linguistics departments. She holds a PhD from the University of Rochester and leads the Psycholinguistics Lab, focusing on interdisciplinary language processing research. Her work explores interfaces between word recognition, syntax, semantics, and sociolinguistic variables, with special attention to bilingual processing and executive function roles. Education: PhD, University of Rochester. She teaches research methods and language psychology, advising numerous PhD candidates. Key research themes include sociolinguistic priming, bilingual ambiguity resolution, and language processing in digital contexts. Her findings highlight how dialect variation, cultural background, and technology impact comprehension and production. Research Interests: Psycholinguistics, sentence processing, lexical access, sociolinguistic influences, bilingualism, and cognitive mechanisms. Labs: Director of the Psycholinguistics Lab, promoting interdisciplinary collaboration across Psychology and Linguistics. Teaching: Courses on language psychology and research methods for Psychology undergraduates/graduates. Recent work addresses conversational dynamics in Zoom interactions, cultural differences in visual attention, and L2 structural priming effects. She emphasizes practical applications of psycholinguistic insights for education and technology design.
Daryl Fougnie is an Associate Professor of Psychology and Global Network Associate Professor at New York University Abu Dhabi. He is a core faculty member in the Department of Psychology within the College of Arts and Science, actively conducting research and teaching undergraduate courses in cognitive psychology. His research focuses on the fundamental limits of human cognition, particularly in visual perception, attention, and memory. Through psychophysics and computational modeling, the Fougnie Lab investigates how the brain processes and retains visual information, exploring questions about capacity limits, the nature of mental representations, and the interaction between attention and memory. Key areas include visual working memory, attentional selection, retro-cueing, and memory-guided behavior. The 15 most recent publications reflect a strong thematic focus on the probabilistic and resource-constrained nature of working memory, the strategic control of attention, and the neural and cognitive mechanisms underlying perception and memory. Research often employs innovative paradigms such as betting games and reproduction tasks to probe internal representations and decision-making processes. NYUAD Research Enhancement Fund NYUAD Research Enhancement Fund Daryl Fougnie mentors undergraduate students in the Fougnie Lab and supervises capstone research projects in psychology. His lab is actively funded, as evidenced by repeated Research Enhancement Fund awards, and collaborates widely with researchers such as Kartik Sreenivasan, Clay Curtis, and Edyta Sasin. The lab is currently recruiting postdoctoral researchers, indicating ongoing and expanding research activity. The Fougnie Lab at NYU Abu Dhabi serves as a hub for cognitive science research, integrating experimental psychology with computational approaches. It provides research opportunities for undergraduates and fosters collaboration across disciplines, contributing significantly to the understanding of human cognitive architecture.
Dr. Margreet Vogelzang is a Lecturer in Psychology at Newcastle University and an affiliated researcher at Theoretical and Applied Linguistics within the Faculty of Modern and Medieval Languages and Linguistics at the University of Cambridge. Based at the English Faculty Building, 9 West Road, Cambridge, CB3 9DP, and affiliated with Trinity College at Cambridge, she maintains a dual institutional presence that reflects the interdisciplinary nature of her work. Her research program combines neuroscientific, psychological, linguistic, and statistical methodologies to investigate language and cognitive processing across the lifespan. She specializes in multilingual syntactic and semantic processing, employing both written and spoken language paradigms with offline (comprehension, judgments) and online (eye-tracking, EEG, fMRI) measures. Her work examines how hearing loss, socio-linguistic variables, and developmental conditions like autism spectrum disorder influence language processing mechanisms. Analysis of her recent publication record reveals three dominant research trajectories: (1) bilingualism effects on cognitive flexibility in autistic children, (2) neural and cognitive mechanisms of sentence processing in individuals with hearing loss, and (3) computational modeling of pronoun interpretation across diverse populations. These strands demonstrate her consistent focus on bridging theoretical linguistics with cognitive neuroscience to address practical questions about language processing variability. Dr. Vogelzang actively supervises several graduate students including Alexander Cairncross, Andromachi Tsoukala, and Chara Triantafyllidou, and serves as course contact for Li16: Psychology of language processing and learning at Cambridge. Her teaching portfolio includes psycholinguistics, neurolinguistics, cognitive science, and research methods, reflecting her methodological expertise across experimental and computational approaches.
Robert Vertes is a Professor at Florida Atlantic University's Charles E. Schmidt College of Science, based in Boca Raton (BS-12 521) with contact number 561-297-2362 and email rvertes@fau.edu. He holds a Ph.D. from The New School in New York, NY. Vertes's research centers on the midline thalamus (particularly nucleus reuniens and supramammillary nucleus) and its critical roles in learning, memory, affective behavior, and sleep-wake regulation . His work examines brainstem-diencephalic-septohippocampal systems controlling hippocampal EEG states (theta/non-theta), functional interactions between hippocampus-medial prefrontal cortex-ventral midline thalamus, and serotonergic systems of the brainstem. He actively challenges theories about sleep's role in memory consolidation. Analysis of his 15 most recent publications reveals consistent focus on nucleus reuniens as a critical bridge between hippocampus and prefrontal cortex, with demonstrated roles in anxiety, spatial working memory, and attentional signaling during sleep. His methodology combines electrophysiology, anatomical tracing, and behavioral assays in rat models, increasingly incorporating Cre+ strains for serotonergic pathway studies. No scientific awards were documented in the source material. Vertes maintains active mentorship through co-authored publications with researchers including Linley, S.B. and Viena, T.D. His lab conducts NIH-relevant neuroscience using lesion studies, electrophysiological recordings, and behavioral paradigms to investigate thalamic contributions to cognition. Current work emphasizes serotonergic regulation of limbic thalamic nuclei in affective processing. The laboratory operates within FAU's College of Science, specializing in thalamic circuitry with particular expertise in nucleus reuniens physiology and its modulation of hippocampal-prefrontal networks during cognitive and emotional tasks.
Gigi Luk is Professor and Program Director for M.Ed. Concentrations in Educational Psychology and Human Development within the Department of Educational and Counselling Psychology at McGill University's Faculty of Education. Her research program investigates the cognitive consequences of bilingualism across the lifespan, bridging scientific understanding with practical educational applications to cultivate inclusive environments for linguistically diverse learners. Her educational background includes: Ph.D. in Psychology (Developmental and Cognitive Processes) from York University M.A. in Psychology (Developmental and Cognitive Processes) from York University Specialized Honors B.A. in Psychology from York University Dr. Luk's research centers on bilingualism's cognitive and neural mechanisms, with three interconnected thrusts: (1) characterizing bilingualism beyond English proficiency in communities, (2) examining cognitive skills supporting language/literacy outcomes, and (3) establishing neural correlates of learning in diverse language learners. Her work integrates cognitive neuroscience with educational practice to address real-world challenges in multilingual classrooms, emphasizing culturally responsive pedagogy that respects linguistic diversity. This dual focus on basic science and practical implementation defines her contributions to understanding how bilingual experiences shape cognitive development and educational equity. Analysis of her 15 most recent publications (2022-2024) reveals consistent interdisciplinary investigation of bilingualism through cognitive, neural, and sociocultural lenses. Her work spans educational psychology, cognitive neuroscience, and sociolinguistics, with growing emphasis on neural correlates of language processing, methodological rigor in bilingual assessment, and equity implications of bilingual research. Key trends include examination of multilingual children's cognitive development, critical reframing of the "bilingual advantage" discourse, and innovative approaches like music-based literacy interventions. Scientific recognition includes: National Academy of Education/Spencer Postdoctoral Fellowship (2013-2014) Dr. Luk actively supervises graduate students (accepting new students for 2025-2026) and secures competitive research funding, currently supported by the Natural Sciences and Engineering Research Council of Canada (NSERC) and Fonds de recherche Société et culture (FRQSC). Her grant portfolio demonstrates sustained commitment to advancing understanding of bilingual cognition and its educational applications through rigorous empirical work. She directs the Bilingualism.Experience.Education Lab, which functions as an interdisciplinary hub for investigating how language experiences shape cognitive development and educational outcomes. The lab employs diverse methodologies including neuroimaging, behavioral experiments, and classroom-based research to address questions about bilingualism's cognitive effects and practical implications for educators.
Sophie Leroy is a Professor of Management and Dean of the School of Business at the University of Washington Bothell . She is an internationally recognized scholar whose work focuses on attention, interruptions, and leadership. She has held editorial roles at top journals and has received multiple awards for both research and teaching excellence. Education: Ph.D. in Organizational Behavior – Stern School of Business, New York University (2007) Master in Management (MBA equivalent) – HEC School of Management, Paris (1998) MBA Exchange Scholar – Columbia Business School (1997) B.A. – HEC School of Management, Paris (1996) Research Interests: Dr. Leroy’s research centers on self-regulation , particularly how individuals manage attention, time, and ethical decision-making in the face of interruptions. She coined the term "Attention Residue" , which describes the cognitive interference that occurs when attention lingers on a prior task after switching to a new one. Her work explores how this affects performance and how interventions like "ready-to-resume" plans can mitigate its effects. She also studies mindfulness , leadership , and synchrony preferences in team settings. Teaching: Dr. Leroy teaches courses in Leadership , Managing High Performance Teams , Global Management , and Ethical Decision Making across MBA and undergraduate programs. Since 2014, she has received eight teaching awards , including six MBA Faculty of the Year Awards and the Executive Education Distinguished Professor of the Year Award. Scientific Awards & Honors: 2024 University-wide Distinguished Research, Scholarship, and Creative Activities Award 2024 MBA Faculty of the Year Teaching Award 2022 Distinguished Professor of the Year Award, Executive Education 2021 Finalist for Best Paper of the Year – Academy of Management Annals 2009 Best Paper Award, Academy of Management MOC Division Advising & Grants: She has served as Dissertation Chair for John-Gabriel Licht and as a committee member for multiple Ph.D. students. She has also received competitive research grants including the SRCP Seed Grant and Dean’s Small Research Grant (five times). Media & Outreach: Dr. Leroy’s work has been featured in Harvard Business Review , The Economist , TIME Magazine , NBC News , and more. She has also appeared in podcasts and interviews on platforms like The David Pakman Show , Quartz , and King 5 Seattle .
ERIKA BORELLA is a Full Professor at the University of Padua, specializing in cognitive aging, working memory, and interventions for dementia. Her research focuses on understanding cognitive changes across the lifespan, including the effects of music, sleep, personality, and environmental design on mental health and cognition. She leads studies on cognitive stimulation therapy, therapeutic gardens for dementia care, and the development of assessment tools like the Padua PM task. Her work emphasizes practical applications, such as memory training programs and strategies to enhance quality of life in older adults. Research Interests: Cognitive Aging and Lifespan Development Executive Functioning and Attention Emotion Regulation and Mental Health Neuropsychological Assessment and Intervention Therapeutic Environments for Dementia Cognitive Reserve and Lifelong Learning Key Contributions: Dr. Borella has pioneered studies on cognitive stimulation therapy efficacy, music-based interventions, and the role of soft skills in aging populations. Her work bridges theoretical research and practical solutions, such as designing dementia-friendly spaces and evaluating the impact of outdoor activities on cognitive function in older adults. Recent Trends in Publications: Her recent work explores how emotions influence sleep quality, the psychological impacts of the pandemic on older adults, and the development of questionnaires for injury prevention. She emphasizes interdisciplinary approaches, integrating neuroscience, psychology, and environmental design to address complex aging-related challenges. Labs and Teams: Dr. Borella collaborates on initiatives like Cognitive Stimulation Therapy and Therapeutic Garden Programs , promoting active aging through evidence-based interventions. These projects involve interdisciplinary teams focused on improving mental health, cognitive function, and quality of life for older adults.
Eve Higby, Ph.D., is an Associate Professor in the Department of Speech, Language, & Hearing Sciences at California State University, East Bay. Her research focuses on multilingualism, aging, and neurocognitive processes. She leads the Multilingualism Lab and collaborates with institutions like the VA Hospital and UC Riverside. Education: Ph.D. in relevant field (CV available online). Her work bridges linguistics, cognitive neuroscience, and clinical practice, addressing topics like bilingual aphasia treatment, language development in toddlers, and age-related cognitive changes. She has supervised numerous student researchers, including Kana Lopez (Master’s thesis on bilingual aphasia) and Ogechi Okeke (Mandarin-English bilingual toddler studies). Grants and Equipment: Secured MRI and EEG equipment for neuroplasticity studies. Active in aging research initiatives and interdisciplinary collaborations. Awards: Not explicitly listed, but her work has been featured at conferences like the International Symposium on Bilingualism and the Linguistic Society of America Summer Institute. Labs/Teams: Multilingualism Lab (student projects include cross-language aphasia treatment and brain morphology studies).
