Elly Konijn is a Full Professor at the Faculty of Social Sciences and Humanities and Network Institute of Vrije Universiteit Amsterdam, holding the Fenna Diemer-Lindeboom Endowed Chair. As chair of the Media Psychology Amsterdam program, her work bridges media psychology, social robots, affective processing, and adolescent media use . Research Pillars : Relating to media figures, virtual humans, and social robots Media-based reality perceptions and moral standards Adolescent media effects (cyberbullying, video games, body image) Recent Publications explore emotional bonding with robots, narrative complexity in film, and media's impact on adolescent cognition. Her 2025 Communication Theory article introduces a framework for human-artificial others relationships. Scientific Recognition : KNAW/NWO Eurekaprijs (2015) Computable Award (2021) Network Institute Competitive Research Funding (2025) She supervises 16 PhD students and leads projects like ROBOT-BOND (ERC Advanced Grant 2025-2029) and Communicating with Social Robots (2020-2025). Her documentaries (e.g., Alice Cares ) translate research into public discourse.
Dr. Naseem Choudhury is a Professor of Psychology and Neuroscience at Ramapo College of New Jersey, affiliated with the School of Social Science and Human Services (SSHS). She holds a Ph.D. in Experimental Psychology from the University of Vermont. Her research focuses on the neural basis of infant information processing, particularly how perceptual abilities influence typical and atypical development, with an emphasis on familial and sociocultural factors. Her work spans auditory processing in infants at risk for developmental language disorders, electrophysiological studies in children with autism, and cross-cultural analyses of artistic perception. She directs the Palestroni Integrated Neuroscience Lab, exploring neural mechanisms underlying cognitive development. Dr. Choudhury has published extensively in journals like Journal of Neuroscience and Developmental Cognitive Neuroscience , with over 50 peer-reviewed articles since 2002. Her studies often involve ERP and EEG methodologies to track developmental milestones and intervention efficacy in high-risk populations. Her research demonstrates that early auditory experiences shape prelinguistic acoustic mapping and that neuroplasticity interventions improve outcomes for language-impaired children. She collaborates internationally on projects linking sensory perception to linguistic outcomes, particularly in Italian and bilingual populations. Dr. Choudhury’s contributions bridge basic neuroscience and clinical applications, emphasizing early screening and preventive strategies for developmental disorders.
Jonathan Santo is a Professor of Psychology at the University of Nebraska at Omaha (UNO), where he serves as Director of the Graduate Developmental Psychology Program and as a faculty member in the Office of Latino/Latin-American Studies. His research explores peer relations, cultural differences in self-esteem, and classroom-level influences on child and adolescent development, with a focus on improving school environments and fostering positive social interactions. ORCA Faculty Fellow His research spans broad areas including Developmental Psychology , Social Support Systems , and Cross-Cultural Peer Dynamics , with specific attention to peer victimization , self-continuity , school climate , and developmental trajectories in Brazilian and Colombian youth . Recent publications analyze topics like hikikomori experiences , friendship security , and HPA axis dysregulation in adolescents. Scientific awards include the ORCA Faculty Fellow recognition. His work often involves longitudinal assessments of peer relationships cross-cultural comparisons (Brazil, Colombia, China, Nigeria, Singapore, U.S.) policy-focused blog posts on family separations and school interventions
Peter Gordon is an Associate Professor of Neuroscience and Education and Cognitive Science in Education at Teachers College, Columbia University. He directs the Language and Cognitive Neuroscience Lab and holds affiliations with Biobehavioral Sciences, Human Development, and other departments. His research focuses on language acquisition, developmental neuroscience, cross-cultural numerical cognition, and MRI-based studies of language processing. Dr. Gordon earned a B.A. (Hons) in Psychology from the University of Stirling (Scotland) and a Ph.D. in Psychology from MIT. His fieldwork includes extensive studies with the Piraha in Amazonia, Brazil, and the Kadiweu in Mato Grosso do Sul, Brazil. His research interests span infant event representations, behavioral genetics of language, and the interplay between language structure and cognitive development. Notable contributions include work on anumeric cultures and the linguistic relativity hypothesis. Publications highlight cross-cultural studies, morphological processing, and cognitive neuroscience of language. He has conducted influential research on numerical cognition in Amazonian cultures and the genetic influences on language acquisition. Contact: pg328@tc.columbia.edu | Office: 1152 Building 528 | Lab: [Link Provided].
Henrike K. Blumenfeld is an Associate Professor at San Diego State University (SDSU), affiliated with the School of Speech, Language and Hearing Sciences within the College of Health and Human Services. She serves as Director of the Bilingualism and Cognition Laboratory and holds joint faculty status in the SDSU/UCSD Joint Doctoral Program in Language and Communicative Disorders. Her primary research focuses on bilingualism, cognitive control, and language processing across the lifespan. Education: Ph.D., Communication Sciences and Disorders, Northwestern University (2001–2008) B.A., Linguistics, Bryn Mawr College (1997–2001) Research Interests: Bilingualism and cognitive aging Cross-linguistic effects in language comprehension Cognitive control mechanisms in bilingual speakers Neurobiological bases of bilingual language processing Assessment of multilingual populations Grants & Awards: She has secured funding from NIH/NIDCD, NSF, and SDSU grants totaling over $200,000. Notable awards include the 2022 CHHS YES Award for service, 2013 Undergraduate Professor of the Year, and multiple research travel grants. Labs/Teams: Directs the Bilingualism and Cognition Lab, collaborating with institutions like the Gary and Mary West Senior Wellness Center and Bangor University’s Centre for Research on Bilingualism.
Paul Taele is an Instructional Assistant Professor and Deputy Lab Director in the Sketch Recognition Lab at Texas A&M University's Department of Computer Science & Engineering. He holds a Ph.D. (2019), M.S. (2010), and dual B.S. degrees in Computer Science and Mathematics from the University of Texas at Austin (2006). His research focuses on sketch recognition, haptics, and intelligent interfaces for education and accessibility, with notable work in mid-air gesture recognition, educational sketching tools, and assistive technologies for disabilities. He has contributed to projects like Kanji Workbook , Hashigo , and HaptiMoto , and has published over 50 peer-reviewed articles across venues like CHI, IUI, and AAAI. Taele has received awards including the NSF Student Travel Grant (2014) and Ford Foundation Honorable Mention (2015). He teaches courses in capstone design, programming, and sketch recognition, and mentors students across all academic levels through strict eligibility criteria for research collaborations. Education : Ph.D. Computer Science, Texas A&M University (2019) M.S. Computer Science, Texas A&M University (2010) B.S. Computer Science & Mathematics, University of Texas at Austin (2006) Concentration in Mandarin Chinese, National Chengchi University (2007) Research Interests : Taele's work bridges HCI and AI to create accessible educational interfaces. His projects emphasize: Sketch Recognition : Developing algorithms for mid-air gestures, children's developmental assessments, and language learning Accessibility : Haptic systems for visually impaired learners and algebra education Educational Tech : Intelligent tutoring systems for music, math, and East Asian languages Awards & Grants : EAAI-20 Travel Grant (2020) Ford Foundation Dissertation Honorable Mention (2015) NSF East Asia-Pacific Summer Institutes (2013, 2012) Royce E. Wisenbaker Fellowship (2009) Lab & Teams : Director of the Sketch Recognition Lab (SRL) and collaborator with global institutions like Singapore Management University and National Taiwan University. Active in organizing workshops like SketchRec at IUI conferences.
Roman Feiman is the Thomas J. and Alice M. Tisch Assistant Professor of Cognitive, Linguistic, and Psychological Sciences and an Assistant Professor of Linguistics at Brown University. He directs the Brown Language and Thought Lab, focusing on how humans combine words into meaningful sentences and develop logical reasoning abilities. His research integrates methods from cognitive developmental psychology, psycholinguistics, and formal semantics. Feiman holds a PhD in Psychology from Harvard University (2015), followed by postdoctoral training at Harvard and UC San Diego. His work explores the cognitive systems underlying language and thought, including negation comprehension, quantifier scope, and the development of exact equality concepts. He teaches courses such as Language Processing in Humans and Machines and Logic in Language and Thought . His research interests span cognitive development, linguistic pragmatics, and the language of thought hypothesis. Notable findings include studies on children’s understanding of negation and how logical principles shape early language acquisition. Feiman has been recognized with the 2023 Henry Merritt Wriston Fellowship. His lab investigates topics like word referencing, semantic development, and the interplay between language and nonverbal reasoning. Recent work examines how neural networks might model human cognitive processes, bridging AI and psychological theory.
Suzanne Stevenson is a Professor in the Department of Computer Science at the University of Toronto, affiliated with the Cognitive Science Research Community (CoRC). She holds a BS in Computer Science and Linguistics from William & Mary and MS/PhD in Computer Science from the University of Maryland. Before joining UofT in 2000, she was faculty at Rutgers University with joint appointments in Computer Science and Cognitive Science. Her research focuses on computational cognitive models of language acquisition and processing, integrating insights from linguistics, psycholinguistics, and machine learning. Key areas include semantic/syntactic learning from text, probabilistic computational models of word learning, and cross-situational learning. Notable awards include the NSERC University Faculty Award (2000) and NSF CAREER Award (1997). Her work bridges computational linguistics and cognitive science, emphasizing multidisciplinary approaches. Recent publications (2014–2018) explore topics like probabilistic perspective models in language production, bilingual word associations, and semantic search algorithms. She advises on computational linguistics and cognitive modeling, with grants supporting investigations into language acquisition dynamics and semantic networks. Active in teaching, she previously offered courses on computational linguistics and the computational lexicon. Her lab’s research themes include child language acquisition, ambiguity resolution, and computational modeling of linguistic phenomena.
Melissa Koenig serves as Professor and Director of Graduate Studies at the University of Minnesota's Institute of Child Development (ICD), where her research examines social and testimonial learning mechanisms in children through investigations of trust, cultural learning, memory, language, and cognitive development. As a first-generation college student, she prioritizes supporting students navigating academic systems through collaborative mentorship. Education PhD (2002), University of Texas at Austin Her research program spans cognitive development, cross-cultural studies, early childhood, language acquisition, theory of mind, and social-emotional development across peer, parent, and romantic contexts. The lab employs interdisciplinary, multi-method approaches with explicit cultural analysis to advance developmental science, particularly examining how children evaluate information sources and integrate testimony into moral frameworks. Analysis of her 2021-2024 publications reveals dominant themes in epistemic trust development, including how children assess informant credibility through moral behavior, group affiliation, and cultural context. Key trajectories show increasing sophistication in distinguishing epistemic versus practical reasoning, cross-cultural variations in trust attribution, and the developmental emergence of resistance to power-based corruption like bribery. Advising & Mentorship Accepts new PhD students for Fall 2026 cohort Requires prospective students to contact prior to December 1 application deadline Public advising statement details mutual expectations and support structures Specializes in guiding students through academic navigation and hidden curriculum challenges She directs the Early Language and Experience Lab, which maintains a collaborative research environment focused on uncovering constraints and supports for children's social learning across diverse contexts, with particular attention to cultural and socioeconomic variables in developmental processes.
Ping He is a Professor in the Department of Molecular, Cellular, and Developmental Biology (MCDB) at the University of Michigan in Ann Arbor. His research focuses on plant immunity mechanisms, particularly using Arabidopsis as a model system to study pathogen defense activation, signaling pathways, and the interplay between immunity and environmental stress responses. He also leads the Molecular, Plant-Microbe Interaction Laboratory, applying interdisciplinary approaches (genetics, biochemistry, cellular biology) to enhance crop resilience through foundational plant science discoveries. His work bridges plant biology and computational biology, with recent contributions to AI-driven medical imaging applications such as bladder cancer treatment response assessment, lung cancer early detection, and breast tomosynthesis denoising. These efforts emphasize integrating machine learning into clinical workflows and establishing best practices for AI in healthcare. Research Highlights: Plant immunity signaling and environmental stress crosstalk Radiomics and deep learning for cancer diagnosis/prognosis AI model validation and multi-institutional clinical trials Medical imaging artifact correction (e.g., motion blur, noise) Publications emphasize AI applications in oncology imaging, radiologist decision support systems, and multimodal data fusion. He has contributed to AAPM task group guidelines for AI in computer-aided diagnosis and advocates for rigorous quality assurance frameworks in medical AI deployment.
Brett Laursen is a Professor of Psychology at Florida Atlantic University's Charles E. Schmidt College of Science, with additional Docent Professor appointments in Educational Psychology at the University of Helsinki and in Social Developmental Psychology at the University of Jyväskylä in Finland. His research focuses on developmental psychology, particularly adolescent development, peer relationships, and social dynamics. Dr. Laursen earned his Ph.D. and M.A. in Child Psychology from the Institute of Child Development at the University of Minnesota and his B.A. in Psychology from Nebraska Wesleyan University. He also holds an Honorary Ph.D. from Örebro University in Sweden. His research program examines influence within close relationships, with particular focus on peer relationships during childhood and adolescence. Current projects include longitudinal studies of elementary and middle school children in Florida, Lithuanian youth transitioning from middle to secondary school, and child characteristics affecting parent engagement in literacy activities. His work consistently explores how social dynamics shape development, with special attention to friendship formation, dissolution, and influence processes. Analysis of his recent publications reveals a strong focus on peer relationships, social status, and developmental transitions. His research employs sophisticated longitudinal and genetically informed designs to examine how social contexts shape development across childhood and adolescence, with particular emphasis on the mechanisms through which peer influence operates. Fellow, American Psychological Association (Division 7, Developmental; Division 8, Social) Fellow and Charter Member, Association for Psychological Science Fellow, International Society for the Study of Behavioural Development Distinguished Alumnus, College of Education and Human Development, University of Minnesota Florida Atlantic University Scholar of the Year (2023-24 and 2016-17) Dr. Laursen has mentored numerous doctoral and master's students who have gone on to successful careers in academia and research. His research has been supported by major funding sources including the US National Institute of Child Health and Human Development, the US National Institute of Mental Health, the US National Science Foundation, Trygfonden, the Jacobs Foundation, and the European Social Fund. As Editor-in-Chief of Merrill Palmer Quarterly and Founding Editor of Cambridge Elements in Research Methods for Developmental Science, he plays a significant role in shaping the field's scholarly discourse. The Laursen Lab operates as a collaborative research team involving current students, alumni, and international collaborators including Professors Goda Kaniušonytė and Rita Žukauskienė of Mykolas Romeris University in Lithuania. The lab regularly presents research at major conferences including the Society for Research on Child Development.
Soojin Oh Park is an Assistant Professor in the Learning Sciences & Human Development department at the University of Washington College of Education. Her research focuses on equity-driven improvements in early childhood education, family literacy engagement with Dual Language Learners (DLLs), and culturally grounded parenting practices. Ed.D., Human Development and Education, Harvard University M.Ed., Educational Policy and Analysis, Harvard University M.S.Ed., Learning, Teaching, and Literacies, University of Pennsylvania B.A., Psychology, University of Pennsylvania Park’s interdisciplinary work combines qualitative, quantitative, and mixed-methods approaches to address gaps in early childhood education (ECE) and parenting, emphasizing: Family literacy engagement for DLLs’ language and literacy development Culturally sustaining pedagogy to amplify family strengths Equity-oriented reforms in ECE systems and policies Her publications span topics like heritage language maintenance, culturally responsive assessment, and the impact of immigration policy on child development, often utilizing advanced methodologies such as machine learning. Awards include the SRCD Federal Policy Fellowship and Best Article of the Year from the Journal of School Psychology. Outstanding Research Paper Award (Korean American Educational Research Association) Distinguished Paper Award (Washington Educational Research Association) Best Article of the Year Award (Journal of School Psychology) Emerging Scholar Fellowship (National Research Center on Hispanic Children and Families) Park leads projects such as FAMILY (Fathers And Mothers Investing in Learning of Young Children) and BASECAMP (Bolstering Asian Students in Early Childhood by Advancing Multilingual Pedagogies). She teaches courses on language and literacy learning, bilingual development, and parenting impacts on early education.
Viorica Marian is the Ralph and Jean Sundin Endowed Professor of Communication Sciences and Disorders at Northwestern University's School of Communication. Her research focuses on bilingualism/multilingualism, the neurocognitive mechanisms underlying language processing, and the interplay between language, memory, and cultural factors. She holds a PhD in Experimental Psychology from Cornell University, alongside multiple MA and BA degrees in psychology-related fields. Education: PhD (Cornell), MA (Cornell), MA (Emory), BA (University of Alaska). Research Interests: Bilingualism, cognitive neuroscience, language processing, memory, psycholinguistics, and cross-cultural communication. Labs: Bilingualism and Psycholinguistics Research Group. Marian's work bridges behavioral, cognitive, and neurological methodologies. Her studies reveal how bilingualism enhances executive control, influences memory retrieval, and shapes cross-modal perception. Recent research highlights cultural differences in mother-child communication and the cognitive benefits of multilingualism. Her awards include the 2019 JSLHR Editor’s Award and recognition for teaching excellence. She actively contributes to translational research through grants like the NIH-funded Cognitive Architecture of Bilingual Language Processing project. Courses taught include CSD 309: Culture, Language, and Learning, and CSD 551: Topics in Bilingualism. Key Grants: NIH RO1 HD059858 (2022-2027), NIH R21 DC018349 (2021-2023). Prominent Publications: The Power of Language (2023), LEAP-Q methodology (2007), and foundational bilingualism studies in Bilingualism: Language and Cognition .
Roxane de la Sablonnière is a Full Professor in the Department of Psychology at the University of Montreal, affiliated with the Faculty of Arts and Sciences. She directs the CSI—Laboratory on Social Change and Identity and is a member of the CÉCD—Centre for the Study of Democratic Citizenship and the CIRCA—Interdisciplinary Research Centre on the Brain and Learning. Her research focuses on social change, cultural identities, intercultural relations, and the psychological impacts of crises like the COVID-19 pandemic. She has advised over 20 graduate students and led numerous research projects funded by agencies such as the Fonds de recherche du Québec (FRQ) and the Social Sciences and Humanities Research Council (SSHRC). Education & Research Focus : Her work examines how rapid societal changes affect individuals, particularly in contexts of immigration, policy shifts (e.g., multiculturalism, secularism), and Indigenous communities. Recent studies include longitudinal analyses of pandemic-related behaviors, identity integration processes, and the role of cognitive strategies in managing conflicting identities. Grants & Collaborations : She leads projects like "S'engager pour mieux aller!" (FRQS-funded) and contributes to strategic networks such as the Centre pour l'Étude de la Citoyenneté Démocratique (CÉCD). Her research integrates psychology with sociology, leveraging mixed methods (e.g., text mining, longitudinal tracking) to address societal challenges. Labs & Teams : As CSI director, she oversees projects on social change dynamics and identity reconstruction. Her work bridges academic and applied domains, influencing policy debates on integration, public health, and community resilience.
Julie Anne Legate is Professor and Chair of Linguistics at the University of Pennsylvania's Department of Linguistics. She earned her PhD from the Massachusetts Institute of Technology in 2002. Legate co-directs the Penn Syntax Lab and served as Editor-in-Chief of Natural Language & Linguistic Theory for 10 years. Her research focuses on syntactic theory, morphosyntax, and syntax-semantics interfaces, with specialization in endangered/understudied languages. Key interests include passives, impersonals, causatives, null subjects, case theory, and locality domains. She maintains secondary research interests in language acquisition. Legate's publications demonstrate extensive work on voice systems (especially passives), ergativity, case theory, recursion, and cross-linguistic analysis of languages including Acehnese, Warlpiri, and Lithuanian. Her research frequently combines theoretical innovation with empirical fieldwork. Awards include the LSA’s Best Paper in Language Award (2020) for On Passives of Passives . She has advised multiple PhD students including Faruk Akkuş (2021), Milena Šereikaitė (2020), Ava Irani (2019), Helen Jeoung (2018), and Einar Freyr Sigurðsson (2017). Current projects include: syntactic islands (with Charles Yang), Mandarin bridge verbs (with Jiayi Lu and Charles Yang), null subjects in Brazilian Portuguese (with Gesoel Mendes), and passive agent binding.
