جست‌وجوی استاد و پژوهشگر

Katharina von Kriegsteinمشاهده پروفایل

استاد

• Neuroscience
• Cognitive Science
• Clinical Neuroscience
• +۵ مورد دیگر

Katharina von Kriegstein is a Professor of Cognitive and Clinical Neuroscience at Technische Universität Dresden (since 2017). Previously, she held positions at Humboldt University Berlin (2013–2017) and led a Max Planck Research Group (2009–2018). Her research focuses on sensory processes underlying human communication, employing neuroimaging, neurostimulation, and behavioral techniques. She explores communication impairments in developmental disorders and neurological patients, particularly investigating auditory and visual thalamic dysfunction in dyslexia and autism. Her work is supported by an ERC Consolidator Grant (2015) and has contributed to understanding sensory pathway roles in speech-in-noise recognition and voice identity processing. Key findings include thalamic structural abnormalities linked to dyslexia and autism, as well as predictive coding mechanisms in auditory pathways. Education: Medical License (Approbation), 2003 Dr. med., summa cum laude, University of Göttingen (1994–2001) Philosophy studies, University of Göttingen (1995–1997) Studium generale, Leibniz-Kolleg, Tübingen (1993–1994) Key Projects: Leading Subproject A11 in CRC 940 (goal-directed behavior) Investigating thalamic roles in communication (e.g., auditory/visual speech perception) Her research integrates clinical, cognitive, and computational approaches. Recent work highlights multisensory learning benefits for auditory processing and the causal role of sensory cortices in vocabulary translation. Awards include the Max Planck Research Group (2009) and best doctoral thesis in Experimental Medicine (2002).

• Special and Rehabilitation Education
• Language and Communication Disorders
• Early Literacy Development
• +۱۲ مورد دیگر

Prof. Dr. Tanja Jungmann is a full Professor and Director of the Institute for Special and Rehabilitation Education at the Carl von Ossietzky University of Oldenburg, Faculty I. She leads the Department of Language and Communication and Their Special Educational Support with Emphasis on Inclusive Educational Processes. She has held professorial positions at the Universities of Siegen and Rostock and has been at Oldenburg since 2020. Her work is deeply rooted in inclusive education, early language and literacy development, and the professionalization of educators. Her research focuses on: Diagnosis and promotion of language and early literacy skills in young children All-integrated language and literacy support in kindergarten settings Development and validation of assessment tools like the EuLeApp© and EuLe 3–5 Emotional and social competence development in early childhood Professional development of educational staff and teachers Evidence-based early education concepts in inclusive contexts Her recent publications (2023–2025) reflect a strong trend toward digital assessment tools (e.g., EuLeApp©), adaptive and everyday-integrated interventions, parent-based support, and the intersection of emotional, linguistic, and motor development in early childhood. Her work emphasizes practical, scalable, and inclusive solutions grounded in empirical research. Scientific involvement includes: Project coordinator of the BMBF-funded EuLe-F consortium Member of the Advanced Language Acquisition Research Cluster at the University of Oldenburg Scientific advisory board member for journals such as Kindheit und Entwicklung , Frühförderung Interdisziplinär , Forschung Sprache , and Frontiers in Global Women's Health Reviewer for journals including Journal of Applied Developmental Psychology , Prevention Science , and Praxis Sprache She actively teaches courses related to language and literacy development, special education, and inclusive didactics. She has led multiple large-scale research projects focused on early intervention, teacher training, and inclusive diagnostics. Her work bridges psychology, education, and special needs pedagogy, with a strong emphasis on translating research into practice. She is involved in several research teams and labs, including the research cluster on Advanced Language Acquisition and collaborative teams on the EuLe-F and GIF-Plus+ projects. These teams focus on developing and evaluating digital tools for early literacy, inclusive teaching practices, and professional development programs for educators.

• Foreign Language Anxiety
• Language Educational Neurosciences
• Early Foreign Language Learning
• +۶ مورد دیگر

Heiner Böttger is a Full Professor of English Didactics and EFL (English as a Foreign Language) at the Catholic University of Eichstätt-Ingolstadt, Germany, where he has served since 2007. He holds the Professorship for Didactics of English Language and Literature within the Faculty of Languages and Literature. His academic journey includes positions at the University of Erlangen-Nuremberg and visiting professorships at institutions including Akdeniz University in Turkey, Aristotle University in Greece, and Long Island University in New York. Professor Böttger's research focuses on the intersection of language education and neuroscience, with particular expertise in foreign language anxiety (xenoglossophobia), sensitive phases of language development, multilingual didactics, and evidence-based foreign language teaching. His work bridges theoretical knowledge with practical classroom applications, emphasizing how insights from neuroscience can transform language teaching methodologies. He has pioneered approaches to early foreign language learning, corporate language instruction, and the psychological aspects of language acquisition including memory, resilience, and mindfulness. His extensive publication record demonstrates a clear trajectory toward integrating neuroscientific findings with language education. Recent works focus on language educational neurosciences (LEN), outdoor language learning, storytelling techniques, and the neuromotor foundations of speaking skills. Böttger's research shows increasing sophistication in connecting brain-based learning principles with practical language teaching strategies across diverse contexts from primary education to corporate settings. As an active academic, Böttger serves as Chairman of the Early language learning advisory board BIG (foundation Lernen, Munich) and as an External Academic Reviewer to the Greek state. His professional activities demonstrate a commitment to advancing evidence-based language education through both theoretical contributions and practical implementation.

Jana Jungjohannمشاهده پروفایل

استادیار

• Pedagogical Diagnostics
• Digital Learning Progress Diagnostics
• Inclusive Education
• +۳ مورد دیگر

Dr. Jana Jungjohann is an Assistant Professor for Digital Support and Inclusive Education at TU Dortmund University's Department of Rehabilitation Sciences. She earned her PhD in 2020 from TU Dortmund University with a dissertation on theory-based learning progression diagnostics for basal reading competencies in inclusive elementary schools, complementing her Master of Education in Special Education (2015) and Bachelor of Arts in Rehabilitation Science (2013) from the same institution. Her research specializes in developing and evaluating web-based diagnostic tools for inclusive education, focusing on areas such as digital learning progress monitoring, reading competency assessment, and teacher training in diagnostics. She investigates school performance dynamics for students with and without special educational needs, emphasizing prevention strategies and intervention methodologies in inclusive settings. Dr. Jungjohann's recent publications demonstrate a strong focus on adaptive testing methodologies, teacher competency assessments, and digital screening tools for phonological awareness and reading fluency. Her work consistently bridges diagnostic theory with practical classroom applications, particularly through platforms like Levumi for learning progress monitoring.

Markus Paulusمشاهده پروفایل

استاد

• Social cognition
• Empathy
• Morality
• +۵ مورد دیگر

Markus Paulus is a Professor of Developmental Psychology and Educational Psychology of Early Childhood at the Ludwig Maximilian University of Munich, where he has held a professorship since 2013. His research focuses on the development of social understanding, particularly how humans come to recognize that others have individual goals, desires, and beliefs different from their own. He investigates the neurocognitive mechanisms underlying social cognition and how these capacities develop from early childhood through adulthood. Paulus's research interests center on the development of social understanding, empathy, morality, and prosocial behavior in early childhood. His work examines how children develop the ability to understand others' mental states, how this relates to their own action capabilities, and how neurocognitive mechanisms support the emergence of prosocial behaviors like helping, sharing, and comforting. He is particularly interested in the interplay between action experience and inferential reasoning in social understanding. Analysis of his recent publications reveals a strong focus on moral development, with particular attention to children's moral self-concept, resource allocation, and normative understanding. His work frequently examines how children develop concepts of fairness, justice, and prosocial behavior, often using cross-cultural comparisons and neurocognitive methods. A significant portion of his recent work explores the relationship between moral identity and behavior in early childhood. 2013 George Butterworth Young Scientist Award of the European Association for Developmental Psychology (EADP) 2016 Distinguished Early Career Award, International Conference on Infant Studies (ICIS) 2017 Understanding Human Cognition Scholar Award, James S. McDonnell Foundation Professor Paulus has supervised numerous students, including current GSN student Nina-Alisa Hinz. His research has been supported by prestigious funding sources, including the James S. McDonnell Foundation. In the 2024-2025 academic year, he is leading a CAS Research Group on the Ontogeny of Normativity, investigating how normative attitudes emerge during human development. His work bridges multiple disciplines, connecting developmental psychology with neuroscience, education, and moral philosophy to understand the foundations of human social cognition.

• Psycholinguistics
• Language Acquisition
• Linguistic Processing
• +۵ مورد دیگر

Esther Ruigendijk is a Professor of Dutch Linguistics at the Institute of Dutch Studies , part of the School of Linguistics and Cultural Studies at the University of Oldenburg, Germany. Her research focuses on psycholinguistics, language acquisition, and processing in both typical and impaired populations, with a particular emphasis on aphasia, bilingualism, and cochlear implant users. Education: BA/MA in Dutch Literature and Linguistics (1992–1996), University of Groningen, Netherlands PhD in Dutch Linguistics (2002), University of Groningen Prof. Ruigendijk's research explores topics such as syntactic complexity, morphosyntax, and the interplay between auditory perception and linguistic processing. She employs experimental methods like eye-tracking, ERP, and fMRI to investigate these phenomena, particularly in children with hearing impairments and second language learners. Her recent publications highlight trends in lexical processing , wh-question interpretation , and plural marking in German-speaking children, often incorporating interdisciplinary collaborations with biological psychology and applied neurocognitive labs. She also contributes to understanding foreign language anxiety and task complexity in second language fluency. Current PhD Students: Andreas Hiemstra: Linguistic transfer in third language acquisition Foekje Reitsma: L2 fluency and foreign language anxiety Matthias Reiner: Linguistic predictions in wh-questions Roos Weijers: Wh-question interpretation in child language Former PhD Students: Mari Chanturidze: Prepositions in hearing-impaired children Atty Schouwenaars: Morphosyntactic cues Angela Jochmann: Time-manipulated speech in agrammatism Hendrikje Ziemann: Pronoun processing in L2 learners Sara Jonkers: Modal verbs in Dutch acquisition Rebecca Carroll: Speech-in-noise comprehension Contact: esther.ruigendijk@uol.de . She is affiliated with the SPEECH-MUSIC-LAB and the cluster of excellence Hearing4all , collaborating with Biological Psychology and Applied Neurocognitive Psychology labs.

Julia Hannah Quitmannمشاهده پروفایل

دانشیار

• Health-related Quality of Life
• Pediatric Psychology
• Rare Diseases
• +۷ مورد دیگر

Privatdozentin Dr. Dipl. Psych. Julia Hannah Quitmann is a researcher and academic at the Institute and Polyclinic for Medical Psychology at University Medical Center Hamburg-Eppendorf, affiliated with University of Hamburg. With a doctorate in psychology and the academic title of Privatdozent, she has established herself as a leading researcher in health-related quality of life assessment, particularly focusing on pediatric populations with growth disorders and rare diseases. Her work bridges clinical psychology, pediatrics, and health services research to improve psychosocial care pathways for vulnerable patient populations. Dr. Quitmann's research interests center on understanding and measuring the psychosocial impact of medical conditions on children and their families. She has developed and validated numerous quality of life instruments for specific pediatric conditions including short stature, esophageal atresia, and achondroplasia. Her work emphasizes cross-cultural validation of assessment tools and the development of condition-specific patient-reported outcomes. She has led international collaborative efforts to establish standardized quality of life measures across multiple countries, with a strong focus on creating developmentally appropriate instruments for young children. Her publication record demonstrates a consistent focus on pediatric quality of life research, with recent work expanding into rare diseases, parental mental health, migration-related health disparities, and interventions to support families. She has developed questionnaires like QoLISSY for short stature assessment and instruments for esophageal atresia across multiple languages and cultures. Dr. Quitmann has been involved in several significant research projects including CARE-FAM-NET (focusing on children with rare diseases and their families) and ZSE-DUO (addressing diagnostic uncertainty in rare disease centers through dual guidance structures). Her work has resulted in numerous validated instruments used internationally, with particular attention to the psychosocial needs of parents caring for children with medical conditions. She collaborates extensively with international research teams to ensure cultural relevance and measurement equivalence across different healthcare systems.

• Developmental Psychology
• Psycholinguistics
• Language Acquisition
• +۳ مورد دیگر

Daniela Bahn is a researcher at the Institute for German Linguistics, Faculty of German Studies and Art History, Philipps University of Marburg. Her work focuses on the interplay between emotional and language development in children, including those with developmental language disorders. She employs behavioral methods, training studies, and eye-tracking in her research. Primary affiliation: Institute for German Linguistics, Philipps University of Marburg Research focus: Emotional-cognitive development, language disorders, and cross-modal perception studies Her research investigates how age, language proficiency, and personality traits influence emotional event processing. Key methodologies include eye tracking and behavioral experiments , with cross-disciplinary applications in neurolinguistics and developmental psychology . Publications span topics like scene grammar analysis in language-impaired children and multimodal emotion categorization . Recent work includes studies on implicit/explicit measures in developmental disorders and auditory-visual emotion priming . She collaborates with Prof. Dr. Constanze Spieß and Prof. Dr. Gerd Schwarzer on projects like C3 Emotionskategorisierung über die Lebensspanne , contributing to the 'Zur Debatte' event series on social discourses.

• Cognitive Psychology
• Psycholinguistics
• Neuroscience
• +۴ مورد دیگر

Prof. Dr. sc. nat. Elke van der Meer is a Senior Professor at the Institute of Psychology, Humboldt University of Berlin. With a career spanning over four decades, she has made significant contributions to cognitive psychology, psycholinguistics, and temporal perception research. Her work integrates psychometrics, behavioral experiments, and neuroimaging techniques like fMRI and ERP to explore event knowledge, attention mechanisms, and differential psychological aspects in conditions such as Parkinson's and dyslexia. Education: Diploma in Psychology (1974), Humboldt University of Berlin; Dr. rer. nat. (1979) on analogy recognition; Habilitation (1983) on concept knowledge usage. Research: Focuses on knowledge representation, psychological time processing, and environmental perception. Key methodologies include pupillometry, eye tracking, and neural connectivity studies. Publications: 15 most recent works span pitch discrimination, temporal focus scales, analogical reasoning, and migration-related delinquency studies. Her research bridges cognitive science with urban ecology and educational psychology. Leadership: Served as Managing Director of the Institute (2004-2006), Principal Investigator in multiple graduate programs, and held editorial roles in key psychology journals.

Natalia Gagarinaمشاهده پروفایل

استاد

• Bilingual and Multilingual Acquisition
• Language Development
• Child Language Disorders
• +۴ مورد دیگر

Prof. Natalia Gagarina is Head of the 'Language Development & Multilingualism' research area at Leibniz-ZAS and holds professorships at Humboldt-Universität zu Berlin and Uppsala University. Her work focuses on bilingual language acquisition, narrative structures, and assessment methods for multilingual children. She leads four ZAS projects and collaborates with institutions worldwide, including Goethe-Universität, Universität Eichstätt-Ingolstadt, and University of Saskatchewan. Education: Habilitation in Language Acquisition (Humboldt-Universität, 2011), PhD in Linguistics (Herzen State Pedagogical University, 1999). Extensive postdoctoral research at Vienna University and ZAS Berlin. Research Interests: Monolingual/bilingual language development, morphosyntax, discourse analysis, heritage language maintenance, and language assessment tools like MAIN and LITMUS. Current projects investigate pandemic impacts on immigrant communities and narrative competence in DLD. Publications: Over 50 peer-reviewed articles (2025 highlights include PREVIC vocabulary measure, Education's role in narrative comprehension, and heritage language syntax studies). Recent work emphasizes computational methods (BERT-based annotation) and cross-linguistic comparisons. Awards: Corresponding member of Austrian Academy (2020), AcademiaNet recognition (2020), and multiple teaching/materials awards. Active in policy advocacy for multilingual education. Grants & Leadership: Vice Director of ZAS (2020–), coordinator of Multilingual Language Development and Assessment Lab (MultiLADA). Supervises interdisciplinary teams analyzing narrative structures across 17+ languages. Labs/Teams: MultiLADA Lab focuses on narrative assessment tools. Collaborates with global networks including COST Action LITMUS and BIVEM initiative.

Elisabet Haasمشاهده پروفایل

پژوهشگر

• Neurophonetics
• Speech Disorders
• Speech Motor Development
• +۳ مورد دیگر

Dr. Elisabet Haas is an associated researcher at Ludwig-Maximilians-Universität München, specializing in neurophonetics, speech disorders, and speech motor development. Her work focuses on childhood dysarthria, particularly its assessment and treatment. She co-authored the book *Dysarthrien Bei Kindern: Informationen Für Therapeuten Und Eltern* (2020) and developed the BoDyS-KiD diagnostic tool for auditory analysis of pediatric dysarthria. Her research investigates speech naturalness, intelligibility, and communication efficiency in children with neurological conditions. She has conducted a nationwide survey on German-speaking speech therapists' clinical practices for childhood dysarthria, revealing gaps in diagnostic and treatment protocols. Haas trains therapists via the online module *Childhood Dysarthria* (www.lernmodule-sprachtherapie.de/kindliche-dysarthrien), emphasizing evidence-based approaches. Her studies include longitudinal analyses of auditory-perceptual parameters and age norms for neurophonetic assessment. She also explores therapeutic interventions like Lee Silverman Voice Treatment for children with cerebral palsy and dysarthria. Her publications span journals like *American Journal of Speech-Language Pathology* and *Journal of Speech, Language, and Hearing Research*, with over 20 peer-reviewed articles since 2016. She collaborates closely with Prof. Thomas Schölderle and Wolfgang Ziegler on neurophonetic methodologies and clinical applications.

• Criminology
• Clinical Psychology
• Forensic Psychology
• +۴ مورد دیگر

Matthias Burghart is a Postdoctoral Researcher leading the Independent Research Group 'Personality, Identity, and Crime' at the Max Planck Institute for the Study of Crime, Security and Law in Freiburg, Germany. His work focuses on the intersection of personality factors and antisocial behavior, particularly leveraging self-knowledge interventions to promote prosocial behavior through ERC-funded projects like KNOW-THYSELF. He holds a PhD in Clinical Psychology from the University of Konstanz (2024), an MSc in Forensic Psychology from Maastricht University (2019), and a BSc in Psychology from the University of Konstanz (2017). Research interests include meta-analytical techniques for defining self-knowledge, psychopathy's socio-emotional dimensions, and violence prevention strategies. Key projects involve evaluating the Risk-Need-Responsivity model and investigating neurocognitive correlates of psychopathic traits. He has conducted visiting research at Victoria University of Wellington (2023) and collaborated on global mental health initiatives like the Oxford Mental Illness and Suicide Tool (OxMIS). Publications span topics such as emotion regulation across cultures, executive dysfunction in psychopathy, and the long-term impacts of family violence. His work bridges clinical, forensic, and criminological domains with methodological rigor in quantitative research.

• Multilingualism
• Language Acquisition
• Bilingualism
• +۵ مورد دیگر

Prof. Theodoros Marinis is a Professor of Multilingualism at the University of Konstanz's Department of Linguistics. He directs the Center for Multilingualism and leads the EU 'MultiMind' project training early-stage researchers in multilingualism. His research focuses on language acquisition and processing in typically/atypically developing bilinguals, funded by DFG, ESRC, NWO, and others. He co-developed the LITMUS Sentence Repetition Tasks for multilingual children and serves on editorial boards of journals like Journal of Child Language and Applied Psycholinguistics . Research interests include bilingual syntax, heritage language maintenance, figurative language processing in ASD, and multilingual literacy. He investigates cross-linguistic effects in grammatical morphemes, rhetorical questions, and code-switching impacts on cognitive control. His work bridges psycholinguistics with education policy, addressing multilingualism benefits in diverse populations. Grants: DFG (Non-Canonical Questions in Bilingual Acquisition), ESRC (SLI in Bilingual Children), NWO (L2 Children vs. SLI) Projects: COST Action IS0804, EU MultiMind (2024), India literacy studies (2020) Labs/Teams: Center for Multilingualism (Konstanz), LITMUS Task Development Consortium Publications examine metaphor comprehension in ASD, attention networks in stuttering multilinguals, and longitudinal literacy development. He advocates for evidence-based multilingual education policies and has published over 100 peer-reviewed articles since 2017.

• Multi-stable Perception
• Perceptual Inference
• Cognitive Neuroscience
• +۷ مورد دیگر

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.

Phil Hooleمشاهده پروفایل

استاد

• Articulatory Phonetics
• Speech Production
• Magnetic Resonance Imaging (MRI)
• +۴ مورد دیگر

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.