Georgette Dal is a Full Professor at the University of Lille, affiliated with the Faculty of Humanities and the Language Sciences Department (UMR 8163 - STL: Savoirs, Textes, Langages). Her research focuses on constructional morphology , morphological productivity , and usage-based linguistics , with a strong emphasis on corpus analysis and digital resources like the Démonette-2 database. She led the ANR DEMONEXT project (2017-2022) to develop morphological databases for speech therapy applications. Research Themes : Constructional morphology, productivity, corpus linguistics, lexematic morphology Projects : FRANLEX (1997-2003), MorTAL (2000-2003), DEMONEXT (2017-2022) Her work bridges theoretical morphology with applied linguistics , particularly in speech therapy and language education . She has collaborated extensively with computational linguists and psycholinguists, contributing to debates on the autonomy of morphology , category boundaries , and the role of analogy in lexical construction. Recent studies include the morphological analysis of French adjectives in -eux and the development of participatory research frameworks for clinical partnerships. Her advocacy for internet-based data has transformed French morphological research methodologies.
Morgan Brown serves as a Part-Time Instructor in the Department of Speech and Hearing Sciences at West Texas A&M University's College of Nursing and Health Sciences, where she joined in 2019. She holds the American Speech-Language and Hearing Association's Certificate of Clinical Competency (CCC) and Texas state licensure in Speech-Language Pathology. Her educational background includes: Bachelor of Science in Communication Disorders, West Texas A&M University, 2013 Master of Science in Communication Disorders, West Texas A&M University, 2016 Mrs. Brown specializes in pediatric speech-language pathology across home health and public-school settings, with expertise in clinical interventions for developmental communication disorders. Her teaching focuses on foundational undergraduate coursework in speech and hearing sciences, emphasizing practical clinical applications for future practitioners. She maintains active membership in the American Speech-Language Hearing Association to stay current with evidence-based practices. Her professional contributions extend to clinical instruction within university settings, preparing students for real-world therapeutic environments through her dual perspective as both educator and practicing clinician.
Linda J. Richards is the Chair of the Department of Neuroscience and Edison Professor of Neuroscience at Washington University School of Medicine in St. Louis. She leads the Brain Development and Disorders Laboratory, focusing on understanding how brain circuits are formed during development and how these circuits mediate behavior, particularly studying interhemispheric connections of the mammalian brain. Dr. Richards earned her Bachelor of Science Degree (Honours) from The University of Melbourne in 1990, followed by a Doctorate of Philosophy from the same institution between 1991-1994. Her educational background provided the foundation for her distinguished career in neuroscience research. Dr. Richards' research primarily focuses on the development, plasticity, and function of long-range connections of the cerebral cortex, with particular emphasis on the corpus callosum - the largest fiber tract in the brain of placental mammals that connects neurons in each cortical hemisphere. Her laboratory investigates how cellular and molecular/genetic mechanisms regulate brain wiring during development and how brain wiring is altered in congenital corpus callosum dysgenesis (CCD), which occurs in approximately 1 in 4,000 people. The lab examines the underlying causes of CCD, how long-range axonal plasticity occurs, and how these structural changes in brain wiring impact cognition and behavior. Analysis of Dr. Richards' recent publications reveals a strong focus on corpus callosum development and disorders, neural connectivity, and the genetic underpinnings of brain wiring abnormalities. Her work spans multiple disciplines including developmental neuroscience, neurogenetics, cognitive neuroscience, and neuroimaging, with particular attention to how structural brain abnormalities affect cognitive and behavioral outcomes. She frequently collaborates with international researchers through the International Research Consortium for the Corpus Callosum and Cerebral Connectivity (IRC5). Dr. Richards has received numerous prestigious awards and honors throughout her career, including: Officer (AO) of the Order of Australia (2019) for "distinguished service to medical research and education in the field of developmental neurobiology, and to science and community engagement in science" Fellow of the Australian Academy of Health and Medical Sciences (2016) Fellow of the Australian Academy of Science (2015) President of the Australasian Neuroscience Society (2017-2018) Nina Kondelos Prize from the Australasian Neuroscience Society (2010) Charles Judson Herrick Award from the American Association of Anatomists (2004) Krieg Cortical Kudos Discoverer Award (2020) As an academic leader and mentor, Dr. Richards has supervised numerous graduate students and postdoctoral researchers through her laboratory at Washington University. She has secured substantial grant funding to support her research on brain development and disorders. Beyond her laboratory research, Dr. Richards is a passionate advocate for neuroscience, having contributed to establishing the International Brain Initiative, the Australian Brain Alliance, and the Australian Brain Bee Challenge. She serves as a board member of the International Brain Bee and is a member of the Dana Alliance for Brain Initiatives. Dr. Richards leads the Brain Development and Disorders Laboratory, which conducts research on three main projects: activity-dependent mechanisms of early brain wiring, cellular and molecular mechanisms of early brain wiring (particularly studying nuclear factor one (Nfi) transcription factors), and human corpus callosum disorders. Her lab works in partnership with people who have corpus callosum disorders to understand how these conditions impact cognitive, social, and emotional function.
Dr. Alexander Pastukhov is an Assistant Professor at the Department of General Psychology and Methodology, University of Bamberg. His research focuses on multi-stable perception , perceptual inference , and the interplay between attention and microsaccades . He develops open-source tools like saccadr , eyelinkReader , and bistablehistory for analyzing eye movements and perceptual dynamics. Research Interests : Multi-level mechanisms of perception and memory History effects in bistable perception Attentional allocation via microsaccade analysis Bayesian modeling of perceptual decision-making Scientific Awards : 2013 'Best of the Year' award from the Psychonomic Society for work on sensory memory and adaptation in structure-from-motion displays His recent software development includes probabilistic programming tools for 2D/3D transformations and eye-tracking analysis. He also contributes to applied data analysis teaching materials using R and Python. Collaborative projects with industry partners (e.g., BMW) and institutions (e.g., Fraunhofer, Orange Labs) highlight his research transfer efforts.
Dr. Minyu Chang is a cognitive psychologist and faculty member in the Department of Psychology at Trinity University, where she directs the Memory & Metacognition Lab. Her research investigates how memory errors occur, how people monitor and regulate their learning, how memory is shaped by semantic and contextual knowledge, and how these cognitive processes change across the human lifespan. Dr. Chang received her BSocSc in Psychology from the University of Hong Kong (2017), followed by a Ph.D. in Psychology from Cornell University (2022) under Dr. Charles Brainerd. She completed a postdoctoral fellowship at McGill University (2022-2024) with Dr. Brendan Johns before joining Trinity University. Her research employs behavioral experiments, mathematical models, and computational approaches to examine memory and metacognitive processes. She has made significant contributions to understanding false memory phenomena, particularly the distinctions between semantic and phonological false memories, demonstrating they follow different developmental trajectories and respond differently to experimental manipulations. Her work strongly supports fuzzy-trace theory's distinction between verbatim and gist memory processes. Dr. Chang's publications span top journals including Journal of Experimental Psychology, Psychonomic Bulletin & Review, and Memory & Cognition. Her research shows consistent patterns where semantic illusions increase with age in childhood while phonological illusions decrease, and hybrid list effects differ between short-term and long-term memory. Recipient of the 2021 Psychonomic Society Graduate Conference Award Recipient of the 2020 Psychonomic Society Graduate Conference Award Active research program with publications through 2025 Research has implications for cognitive aging and memory disorders As an educator, Dr. Chang teaches Fundamentals of Cognition and Memory and Cognition courses while mentoring undergraduate researchers in her lab. She encourages student applications at least two weeks before pre-registration and maintains an active research program integrating computational models with theoretical frameworks in memory research.
Randi Starrfelt is a Professor in Neuropsychology at the Department of Psychology, University of Copenhagen, Faculty of Social Sciences. She heads the Copenhagen Neuropsychology Lab and maintains an active research program focusing on visual perception deficits following brain injury and developmental conditions. Her work bridges clinical practice and cognitive neuroscience, with particular emphasis on understanding the neural basis of face recognition and reading. Dr. Starrfelt's educational background includes a Doctor Psychologiae (2018), PhD in psychology (2008), Specialist in clinical neuropsychology (2007), and MSc in psychology (2000). She has held progressively senior positions at the University of Copenhagen since 2008, reaching full Professor status in 2022. Her primary research interests focus on neuropsychological deficits in visual perception, particularly face recognition disorders (prosopagnosia) and reading disorders (alexia). She investigates both acquired conditions following brain injury and developmental forms that emerge without known neurological damage. Her work explores the relationship between face, word, and object recognition systems, examining whether these functions operate independently or share neural resources. Through both qualitative and quantitative approaches, she examines the phenomenological experience of individuals with face recognition difficulties and develops models of visual processing based on patterns of impairment. Analysis of her recent publications reveals a clear trend toward developmental prosopagnosia research, with multiple studies examining the phenomenology of face blindness and its relationship to other perceptual processes. Her work spans from basic cognitive mechanisms to clinical applications, with increasing attention to assessment methods and cross-lifespan considerations. The most active research areas in her recent work include developmental prosopagnosia, cerebral palsy cognitive functioning, and comparative analyses of word and face recognition systems. 2024-2027: Independent Research Fund Denmark grant on improving psychological assessment of face processing across the lifespan 2021-2025: Independent Research Fund Denmark grant on the phenomenology of face blindness 2015-2022: Sapere Aude starting grant on The Back of the Brain project 2014-2022: Danish Research Council grant on relations between face, word and object recognition As an academic leader, Dr. Starrfelt supervises multiple PhD students working on projects related to face recognition disorders and cognitive functioning in cerebral palsy. She coordinates the MA program in Neuropsychology at the University of Copenhagen and serves in significant administrative roles including membership on the UCPH senate and the Independent Research Fund Denmark | Humanities committee. Her Copenhagen Neuropsychology Lab maintains active collaborations with institutions including University College London, University of Cambridge, and University of Southern Denmark, with particular focus on the Nordic Prosopagnosia Project (www.ansigtsblind.dk) and the Back of the Brain project.
Leslie C. Lopez, Ph.D., CCC-SLP, BCS-CL, serves as Assistant Professor and SLP Program Director in the Department of Communication Disorders at Louisiana State University Health Sciences Center's School of Allied Health Professions. She holds dual certification from the American Speech-Language-Hearing Association and the American Board of Child Language and Language Disorders. Her educational background includes: Master of Science in Speech-Language Pathology Doctor of Philosophy in Public Health Dr. Lopez's research integrates clinical speech-language pathology with public health frameworks, emphasizing population-level early identification of communication disorders, caregiver-focused health promotion for developmental concerns, and interdisciplinary team science in child development. Her work bridges quality improvement across health, education, and community service sectors through evidence-based educational interventions. Professional credentials include Louisiana state licensure as a Speech-Language Pathologist, Certified Health Education Specialist certification, and membership in the National Academies of Practice Speech-Language Pathology Academy.
Dr. Kimberly Crespo serves as Assistant Professor in Boston University's Department of Speech, Language and Hearing Sciences within Sargent College of Health & Rehabilitation Sciences, directing the Bilingual Learning Lab since 2022. Her research bridges cognitive science and clinical practice to transform understanding of bilingual language development. Educational background: PhD in Communication Sciences & Disorders, University of Wisconsin–Madison MS in Speech Language Pathology, University of Wisconsin–Madison BA in Speech, Language, and Hearing Sciences, Kean University Her lab pioneers inclusive methodologies investigating how bilingual experience shapes word-learning mechanisms across the ability spectrum—including children with developmental language disorders. By analyzing code-switching effects, semantic representation, and cognitive underpinnings of language acquisition, her work challenges monolingual-centric theories and exposes critical gaps in clinical guidelines. The research directly confronts how socioeconomic status and linguistic diversity intersect in language outcomes. Scientific contributions: Landmark 2024 study disproving 'one-language-only' recommendations for bilingual children with language disorders Advocacy for maintaining 'semantic richness' through home-language input Community-engaged science via Museum of Science Living Laboratory partnership Dr. Crespo actively mentors undergraduate researchers and summer interns while building translational pipelines to clinical practice. Her lab recruits diverse participants to develop equitable models that improve speech-language services for linguistically marginalized populations, emphasizing that bilingualism reflects cognitive adaptability rather than deficit.
Phil Hoole is a Professor of Phonetics at the Ludwig Maximilian University of Munich, affiliated with the Institute of Phonetics and Speech Processing. His work focuses on articulatory phonetics, speech production mechanisms, and advanced imaging techniques like real-time MRI and electromagnetic articulography (EMA). He leads research on topics such as consonant clusters, vowel nasalization, and speech motor control, with applications to speech disorders and language variation. Hoole has developed extensive MATLAB-based software for EMA data analysis and collaborates internationally on projects involving speech production dynamics and clinical speech assessment. Research Interests: Articulatory kinematics, real-time imaging, cross-linguistic phonetics, speech motor control, and clinical speech analysis (e.g., stuttering, glossectomy speech). His work integrates experimental methods with computational modeling to explain phonological and phonetic patterns. Key Contributions: Advances in EMA and MRI techniques for studying vocal tract movements. Investigations into consonant cluster production across languages (e.g., German, Moroccan Arabic, Russian). Studies on vowel nasalization, tense-lax contrasts, and sound change mechanisms. Teaching: Courses on experimental phonetics, speech production, and acoustic phonetics, with extensive teaching materials and software tools publicly available.
Kenneth Pugh is a Professor in the Department of Psychological Sciences at the University of Connecticut. He holds significant leadership positions including President and Director of Research at Haskins Laboratories, and adjunct appointments as Associate Professor in the Child Study Center and Department of Diagnostic Radiology at Yale University School of Medicine. He directs the Yale Reading Center and co-leads the Yale-Haskins Teagle Foundation Collegium on Student Learning. Education: Ph.D. in Experimental Psychology, The Ohio State University, 1990 M.A. in Experimental Psychology, The Ohio State University, 1987 B.S. in Psychology, Summa Cum Laude, New York Institute of Technology, 1982 His research investigates neurobiological foundations of reading and language using advanced neuroimaging techniques. Focus areas include dyslexia, reading development across languages, neurochemical predictors of literacy, genetic influences on cognition, and brain plasticity during learning interventions. His work integrates cognitive neuroscience with educational applications. Recent publications demonstrate a focus on longitudinal neuroimaging studies of reading acquisition, neural predictors of literacy outcomes, cross-linguistic comparisons (including Chinese), and genetic-neurocognitive interactions. Key methodologies include fMRI, MRS, and behavioral assessments across diverse developmental populations. Principal Investigator roles include: A-214: Neurochemistry as a moderator of brain networks for reading A-202: Neurocognitive bases of treatment resistance in developmental dyslexia (subcontract) A-222: Tracking neurocognitive changes during evidence-based reading instruction He directs interdisciplinary teams at the Yale Reading Center and Haskins Global Literacy Hub, focusing on translational research connecting neuroscience with educational practice.
Dr. Alison Eisel Hendricks is an Associate Professor in the Department of Communicative Disorders and Sciences at the University at Buffalo, affiliated with the College of Arts and Sciences and the Institute for Artificial Intelligence and Data Science. She directs the UB Language Learning Lab and serves as Director of Undergraduate Studies. Contact: 116 Cary Hall, Buffalo NY 14214, ahendric@buffalo.edu , (716) 829-5563 Courses: Phonetics, Phonological Disorders, Cultural and Linguistic Diversity in CSD Research Focus: The UB Language Learning Lab investigates language acquisition in school-age children with and without language impairments like Developmental Language Disorder (DLD). Key areas include: How children learn language from input quantity/type Acquisition of grammatical structures Interplay between sociolinguistic factors and language ability Improving DLD identification in culturally/linguistically diverse populations Publication Trends: Recent work spans 2013-2023, emphasizing: Academic achievement gaps in children with DLD/dyslexia Sociolinguistic analysis of African American English Open science practices in BIPOC research Diagnostic tool development for diverse dialect speakers Morphosyntactic patterns in language disorders Lab Affiliation: The lab operates within the Department of Communicative Disorders and Sciences, focusing on naturalistic studies and educational equity. Research outcomes aim to refine classroom screening protocols and address assessment biases.
Dr. Michael T. Johnson is a Professor and Associate Dean for Undergraduate Education and Student Success at the University of Kentucky College of Engineering . Previously, he served as Professor and Chair at UKY (2016–present), Full Professor at Marquette University (2013–2016), and in progressive academic roles from Assistant to Associate Professor at Marquette (2000–2013). PhD in Electrical and Computer Engineering, Purdue University (2000) M.S. in Electrical Engineering, University of Texas at San Antonio (1994) B.S. in Engineering (EE concentration) and Computer Science, LeTourneau University (1989–1990) His research spans speech processing , machine learning , bioacoustics , and dynamical systems modeling . Key projects include electromagnetic articulography (EMA) for language learning, acoustic-to-articulatory inversion , and bioacoustic analysis of animal vocalizations (tigers, belugas, elephants). Collaborative work with institutions like Tsinghua University and the Georgia Aquarium highlights his interdisciplinary focus. Recent publications emphasize deep learning for speech enhancement (CNN-based temporal envelope reconstruction), dysarthric speech synthesis , and cross-lingual speaker identification . His 15 most recent articles (2016–2024) span machine learning, signal processing, and bioacoustics, with subfields including neural networks, articulatory modeling, and pandemic preparedness analysis. Scientific awards include Eta Kappa Nu (HKN) Teaching Awards (2005, 2014). He has mentored numerous PhD/Masters students at University of Kentucky and Marquette University, with theses on topics like acoustic-to-articulatory inversion , EMA databases , and bioacoustic classification . His work also involves virtual reality welding systems and nonlinear speech enhancement via phase space reconstruction.
Ivan Yuen is an Honorary Senior Research Fellow in the Department of Linguistics at Macquarie University, affiliated with the Centre for Language Sciences (CLaS). His research focuses on child language acquisition, speech acoustics, and prosody, particularly in Mandarin and other tonal languages. He has contributed to studies on cochlear implants' impact on language processing and the development of contrastive focus in children. Key research areas include speech production in children with hearing impairments, syntactic and prosodic processing in Mandarin, and the role of acoustic cues in language comprehension. Yuen has collaborated on projects funded by MQSIS, including research on articulography for speech analysis and phonetics laboratory facilities. His recent work examines how variability in vowel and tone systems affects language development, challenges faced by Mandarin-speaking cochlear implant users, and the ability of young children to distinguish prosodic patterns in compound nouns.
Hong Li is an Associate Research Scholar in the Department of Neuroscience at Yale University's Yale School of Medicine. Their research focuses on molecular mechanisms of cortical developmental malformations in neurodevelopmental and psychiatric disorders, employing animal models and integrative methodologies including molecular biology, genetics, morphology, and transcriptomics. Dr. Li holds a DPhil from the University of Helsinki (2007) and an MD from Anhui University (1997). Their work aims to advance understanding of neuropsychiatric diseases and develop therapeutic strategies. Educational Background: DPhil in Neuroscience, University of Helsinki (2007) MD, Anhui University (1997) Research Interests: Investigating molecular pathways underlying cortical development abnormalities, with emphasis on translational research to bridge basic science and clinical applications. Techniques include advanced genetic engineering, transcriptomic profiling, and cross-disciplinary approaches combining neuroscience and molecular biology. Advising & Grants: No specific grants or trainees listed in available materials, though their publications suggest collaborative research in quantum computing, embedded systems, and telecommunication networks. Recent work includes cross-domain contributions to quantum error correction systems and LLM-based robotic applications. Professional Contributions: Active in systems engineering, publishing on operating systems design, FPGA-based quantum decoders, and secure memory management. Their work bridges biomedical research with computational and hardware innovations.
Cynthia Core is a Full-time Associate Professor and Department Chair in the Department of Speech, Language and Hearing Sciences at George Washington University. Her work focuses on bilingual language development, speech acquisition in children with cochlear implants, and phonological memory research. Ph.D. in Speech-Language Pathology from University of Florida (2004) Research Interests: Speech and language development in bilingual children Speech perception and production in cochlear implant users Phonological memory across monolingual and bilingual populations Language proficiency assessment in children Impact of environmental factors on bilingual development Phonology and literacy connections Collaborative Research Trends: Her publications emphasize longitudinal studies of bilingual children, clinical applications for cochlear implants, and environmental influences on language development. Grants: Collaborated on NIH/NICHD-funded research about bilingual development patterns and DOE/NIDRR-funded projects on cochlear implant speech production. Laboratory: Leads the Bilingual Language Development Lab (BILD), focusing on cross-linguistic studies and clinical implications for speech disorders.
