جست‌وجوی استاد و پژوهشگر

Ece Demir-Liraمشاهده پروفایل

استادیار

• Developmental Cognitive Neuroscience
• Academic Development
• Socioeconomic Status
• +۷ مورد دیگر

Ece Demir-Lira is an Assistant Professor in the Department of Psychological and Brain Sciences at the University of Iowa. Her research focuses on developmental cognitive neuroscience, examining how socioeconomic status, parental input, and early brain injuries influence children's cognitive and language development. She is affiliated with the Developmental Psychopathology and Developmental Science research groups. Ph.D. in Psychology, University of Chicago (2009) Her work explores brain plasticity in typical and atypical development, with a particular emphasis on preterm infants and the impact of environmental factors on neural structures. She utilizes neuroimaging techniques and behavioral assessments to study these phenomena. Recent publications highlight her investigations into gesture-speech integration, socioeconomic disparities in cognition, and the neural correlates of math attitudes. She also contributes methodological expertise in longitudinal data analysis through her involvement with the Adolescent Brain Cognitive Development (ABCD) Study. Demir-Lira leads the Development, Experience, and Neurocognition (DEN) Lab, which investigates how early experiences shape brain development and cognitive outcomes. Her research bridges psychology, neuroscience, and education to inform interventions for at-risk populations.

Amy Finnمشاهده پروفایل

دانشیار

• Developmental Cognitive Neuroscience
• Learning and Memory Systems
• Child Development
• +۳ مورد دیگر

Amy Finn is an Associate Professor and Director of the Finn Learning and Neural Development Lab (LAND Lab) at the University of Toronto. Her research investigates how brain and cognitive development shape learning outcomes in children, focusing on memory systems, neural plasticity, and environmental influences. The LAND Lab explores developmental cognitive neuroscience, emphasizing age-related learning patterns, critical periods, and brain-environment interactions. Current research areas include implicit memory development, attentional modulation of learning, socioeconomic impacts on neural systems, and computational models of cognition. Notable publications span topics like attention-memory dynamics, scene perception in children, and socioeconomic status effects on hippocampal development. Collaborations involve institutions such as MIT, Emory University, and international labs. Developmental Cognitive Neuroscience Learning and Memory Systems Neural Plasticity Environmental Influences on Learning

Marcin Wojtasińskiمشاهده پروفایل

استادیار

• Cognitive Psychology
• Religiosity Studies
• Art Appreciation
• +۵ مورد دیگر

Marcin Wojtasiński is an Assistant Professor at the Department of Experimental Psychology, Institute of Psychology, Faculty of Social Sciences, John Paul II Catholic University of Lublin. His academic career at this institution spans multiple research domains. Assistant Professor (2025) Department of Experimental Psychology affiliation Faculty of Social Sciences membership John Paul II Catholic University of Lublin affiliation Dr. Wojtasiński's research interests intersect Cognitive Psychology , Religiosity Studies , and Art Appreciation . His work explores: Religious symbols' dual dimensions (opportunity vs. challenge) Canonical size phenomenon in memory drawing Flow states in board gaming Religious experience's protective role in migration Neural correlates of empathy and art perception Recent publications show increasing focus on network analysis and statistical modeling of complex psychological phenomena. His 2025 work includes vection research, skill-challenge dynamics, and sound predictability effects on attention. Collaboration patterns reveal frequent work with Małgorzata Tatala , Magdalena Szubielska , and other Polish psychologists. While no specific awards are mentioned, his publication record in Scientific Reports , Religions , and PLoS One demonstrates active scientific contribution.

• Educational Psychology
• Developmental Psychology
• Applied Pedagogy
• +۳ مورد دیگر

Dr. Mariona Pascual Peñas is a Professor at the University of the Balearic Islands (UIB) , specializing in Developmental and Educational Psychology within the field of Applied Pedagogy. She teaches courses related to language difficulties in educational contexts, including psychoeducational intervention strategies for early childhood and primary education programs across Ibiza, Menorca, and Mallorca. Her research focuses on developmental processes in education and language (I+DEL group), with an emphasis on experimental methodologies. She participates in a consolidated R&D+I laboratory group focused on educational psychology. She provides tutoring by prior appointment and maintains affiliations with UIB's research networks and social media profiles.

• Cognitive Neuroscience
• Reading Research
• Visual Word Recognition
• +۳ مورد دیگر

Manuel Perea Lara is a Professor at the University of Valencia, affiliated with the Faculty of Psychology and Speech Therapy and the Department of Behavioural Science. He leads research at the ERI Reading Research institute and the READit Cognitive Neuroscience and Reading group, focusing on behavioral science methodology in language processing. He obtained his PhD from the University of Valencia in 1993 with a thesis titled Influencia de los factores de vecindad sobre el acceso léxico análisis experimentales y de simulación , supervised by Dr. Arcadio Gotor Sicilia. His research explores cognitive mechanisms in reading, including: Orthographic processing and visual word recognition Cross-linguistic studies of writing systems Eye movement dynamics during reading Development of literacy skills in children Neurocognitive aspects of language in neurodiverse populations Experimental methodologies in psycholinguistics Analysis of his 15 most recent publications (2024-2025) reveals strong emphasis on masked priming paradigms, cross-script comparisons (Arabic, Chinese, Javanese), literacy development interventions, and cognitive processing in autism. The work demonstrates advanced methodological rigor in exploring orthographic encoding, attentional mechanisms, and bilingual language processing. No awards or supervised students are mentioned in available materials. His laboratory conducts innovative research using techniques like event-related potentials (ERPs) and behavioral experiments to investigate reading mechanisms across different populations and writing systems.

Michael P.H. Rodgersمشاهده پروفایل

دانشیار

• Second Language Acquisition
• Vocabulary Acquisition
• Language Learning Through Television & Movies
• +۴ مورد دیگر

Michael P.H. Rodgers is an Associate Professor in the School of Linguistics and Language Studies at Carleton University, Canada. He concurrently serves as Director of the School and co-Editor-in-Chief of the Canadian Journal of Applied Linguistics. His academic journey includes a PhD in Applied Linguistics from Victoria University of Wellington (2013), a M.Sc. in TESOL from Temple University (2006), and a B.A. in Education from the University of Lethbridge (1992). His research focuses on two core areas: (1) language learning through media consumption (television, movies, video games), emphasizing vocabulary acquisition and comprehension processes, and (2) second language acquisition pedagogy, particularly in workplace and academic contexts. Notable contributions include studies on caption effects on TV comprehension, lexical coverage in media, and formulaic language instruction. Recent work explores multimodal input processing using eye-tracking methodologies, with publications in Studies in Second Language Acquisition and TESOL Quarterly . He actively supervises graduate research on topics like video game vocabulary, workplace pragmatics, and formulaic sequence acquisition. Current Grants: SSHRC Aid to Scholarly Journals (2022–2025) for Canadian Applied Linguistics Association support Key Affiliations: ACLA Executive Council member, TESL Canada Journal Review Board Teaching expertise spans EFL/ESL methodology, second language acquisition theories, and vocabulary pedagogy. His blended curriculum development focuses on supporting language learners in workplace and academic settings.

• Artificial Intelligence
• Affective Computing
• Speech Processing
• +۳ مورد دیگر

Fabio Catania is a Postdoctoral Fellow at the McGovern Institute for Brain Research, Massachusetts Institute of Technology. His work focuses on developing conversational agents and AI systems tailored for neurodevelopmental disorders, emotion recognition in speech, and inclusive technology design. He has pioneered projects such as the Emozionalmente Italian emotional speech corpus and the Emoty conversational agent for individuals with autism spectrum disorder. Research Interests: AI-driven therapeutic interventions for neurodevelopmental disorders Multimodal emotion recognition systems Design of accessible conversational interfaces for marginalized groups Linguistic and acoustic analysis of non-verbal communication cues Key Contributions: Developed AI tools like Smemo (multimodal interface for children's creativity) and OK, DNA! (genomic data explorer) Created voice-controlled music production systems for motor-impaired users Explored irony and sarcasm detection through multimodal analysis His work bridges computational linguistics, human-computer interaction, and clinical applications, with a focus on creating ethical and inclusive AI systems for healthcare and education contexts.

• Educational Sciences
• Pedagogy
• Equity in Education
• +۶ مورد دیگر

Cecilia Thorsen is a Senior Lecturer in Education at University West, Sweden. She holds a PhD in Educational Sciences (2014) and serves as an active researcher in the Division of Educational Science and Languages. Her academic roles include teaching assessment methodologies, equity in education, and quantitative research methods at both undergraduate and doctoral levels. She supervises students across multiple programs. Research Focus: Academic Resilience: Investigates factors predicting resilience among students from disadvantaged backgrounds, particularly through projects like COMPASS (Changes in Compensatory Abilities in Schools). Student Motivation: Examines classroom dynamics, teacher-student relationships, and motivational practices in multilingual education contexts. Educational Equity: Studies how school-level factors and grading systems influence student outcomes, with a focus on reducing achievement gaps. Key Projects & Awards: Principal investigator in longitudinal studies using PISA and PIRLS data to identify school-level resilience predictors. Co-leads cross-European research on mathematics motivation in primary education. Active in refining pedagogical approaches for L2 motivation, particularly in multilingual settings. Teaching & Mentorship: Designs courses on formative assessment and grading practices emphasizing equity. Supervises doctoral students in educational measurement and resilience research. Publications: Her work spans over 50 peer-reviewed articles, with recent focus on school-level resilience factors (2025), L2 motivation validation (2024), and cross-country analyses of educational psychology phenomena (2023-2024).

Meagan Woodمشاهده پروفایل

استادیار

• Cognitive Psychology
• Aging and Cognition
• Memory Research
• +۳ مورد دیگر

Dr. Meagan Wood is an Assistant Professor at Valdosta State University's Psychology Department. Her research focuses on cognitive aging, memory processes, and decision-making across the lifespan. She investigates topics such as semantic satiation in aging populations, Alzheimer's disease neuroimaging, and intergenerational dynamics. Her work also addresses applied areas like face mask attitudes during pandemics and academic entitlement in students. Dr. Wood has published extensively in journals covering cognitive neuroscience, gerontology, and educational psychology. Key research interests include aging cognition, neuropsychological mechanisms, and behavioral interventions. Her studies often employ fMRI techniques and behavioral experiments to explore how aging affects cognitive functions like memory encoding and attention. She has explored the impact of optimism on aging perceptions and designed intergenerational video game interventions to improve young adults' understanding of aging. Dr. Wood's publications span 2009 to 2023, reflecting a trajectory from early work on family arrangements and aging perceptions to recent studies on pandemic-related behavioral psychology. Though no awards are listed, her active research profile indicates ongoing contributions to cognitive aging research. No advising or grant details are available in the provided texts.

Maya Yablonskiمشاهده پروفایل

پژوهشگر ارشد

• Neuroimaging
• Developmental Pediatrics
• Cognitive Neuroscience
• +۵ مورد دیگر

Maya Yablonski is a Postdoctoral Scholar in Pediatrics at Stanford University, affiliated with the Maternal & Child Health Research Institute (MCHRI). Her research focuses on the neural mechanisms of reading development and disorders, particularly in pediatric populations. She employs advanced neuroimaging techniques like functional MRI and diffusion MRI to study how brain regions such as the inferior frontal cortex and visual word form area (VWFA) contribute to reading proficiency, dyslexia, and neuroplasticity. Her work integrates structural and functional neuroimaging to understand how specific brain regions interact during reading tasks. Notable projects include identifying anatomically distinct regions in the inferior frontal cortex modulated by reading skill and demonstrating that dyslexic individuals often exhibit smaller or absent VWFA regions despite interventions. She has also developed rapid online assessments for reading ability, enabling scalable research into literacy mechanisms. Key collaborations involve Jason Yeatman, contributing to studies on developmental reading circuits and functional connectivity patterns in the ventral temporal cortex. Her research addresses both basic science questions (e.g., neural pathways for morphological processing) and translational goals, such as improving diagnostic tools and interventions for reading disorders.

Mike Nichollsمشاهده پروفایل

استاد

• Cognitive Neuroscience
• Laterality
• Spatial Attention
• +۱۲ مورد دیگر

Professor Mike Nicholls is a full-time faculty member at Flinders University, holding a Strategic Professorship in Psychology within the College of Education, Psychology and Social Work. He is Director of the Brain and Cognition Laboratory and currently serves as Dean of Research for his college. Previously, he was a professor at the University of Melbourne for 17 years. His educational background includes a BArchSt from the University of Adelaide (1985–1987), a BA (Hons) in Psychology from the University of Adelaide (1998), and a PhD in Experimental Psychology from King’s College, Cambridge (1990–1993), funded by a Cambridge Commonwealth Trust scholarship. Mike Nicholls’ research is centered on cognitive neuroscience, particularly the study of behavioral and perceptual asymmetries related to brain lateralization. His work investigates handedness, spatial attention in clinical and healthy populations, language, facial expression perception, and the role of eye movements. He explores how attention is controlled by the brain across sensory modalities and spatial dimensions. His recent publications reveal a strong focus on how social context influences perception, body image, facial judgments, and attentional processes, often employing neuroimaging and psychophysical methods. His 15 most recent articles (2023–1996) span topics including inattentional blindness, social modulation of visual perception, reinforcement learning in visual cortex, and attentional distortions in spatial cognition. These works reflect a consistent interest in the neural and cognitive underpinnings of lateralized behavior and attention, with applications in both healthy and clinical populations. Scientific Awards: Outstanding Academic Mentor Award, Australian Psychological Society (2020) Mike Nicholls has supervised numerous research students and PhD candidates, with advising interests in laterality, attention, and cognitive neuroscience. He has secured substantial research funding, including multiple ARC Discovery and Linkage Grants, with recent projects focusing on decision aids in complex environments, augmented reality for defense, and attentional asymmetries in navigation. He has also held editorial roles in journals such as Laterality and the Quarterly Journal of Experimental Psychology , and currently serves on the ARC's Medical Research Advisory Group. He leads the Brain and Cognition Laboratory at Flinders University, a research team dedicated to understanding cognitive processes and their neural representations, particularly in the context of brain asymmetry and attentional control.

Hanako Yoshidaمشاهده پروفایل

استاد

• Developmental Psychology
• Cognitive Neuroscience
• Behavioral Neuroscience
• +۹ مورد دیگر

Dr. Hanako Yoshida is a Professor at the University of Houston, affiliated with the Department of Psychology in the College of Liberal Arts and Social Sciences. She serves as Director of the Cognitive Development Lab, focusing on early attention and language development. Her research bridges developmental psychology, cognitive neuroscience, and behavioral neuroscience to study language acquisition, social attention, and multimodal learning. Education: Ph.D. from Indiana University Affiliations: Cognitive Development Lab, University of Houston Dr. Yoshida’s research explores how infants develop attentional mechanisms through object manipulation, parental scaffolding, and social coordination. She investigates bilingual learning experiences, gaze distribution patterns, and executive function development, with a strong emphasis on autism spectrum disorders and cross-linguistic comparisons. From 2022-2024, her lab has published on head-mounted eye-tracking in ASD research, saliency-driven attention, and parental strategies for attentional development. Earlier work from 2017-2022 examined executive function, verb learning, and attentional highlighting in bilingual and monolingual children, often using computational analysis of infant visual environments. Her publications span journals like Journal of Neurodevelopmental Disorders , Acta Psychologica , and Frontiers in Psychology . Collaborative projects frequently involve international studies (US, Argentina, Vietnam) and interdisciplinary methodologies including head cameras, egocentric video analysis, and behavioral experiments. Key Research Themes: Attentional mechanisms in early learning Parental influence on gaze behavior Bilingualism effects on cognition Autism diagnostic methodologies Executive function across cultures Development of social and cognitive ontologies

• Cell Specification and Differentiation
• Cellular/Molecular/Developmental Neuroscience
• Neural Degeneration and Repair
• +۱ مورد دیگر

Hynek Wichterle is a Professor holding joint appointments in the Departments of Pathology & Cell Biology, Neuroscience (in Neurology), and Rehabilitation and Regenerative Medicine at Columbia University Medical Center. He serves as Co-Director of the Columbia Stem Cell Initiative and Vice-Chief of the Division of Regenerative Medicine in the Department of Rehabilitation & Regenerative Medicine. He also holds the administrative title of Co-Director of the Motor Neuron Center. Dr. Wichterle received his M.S. degree from Charles University in Prague and his Ph.D. degree from The Rockefeller University. He trained at Columbia University, where he became an assistant professor in 2004 and associate professor in 2012 before achieving his current professorship. Wichterle's research focuses on modeling nervous system development in vitro using stem cell technologies. His laboratory has pioneered efficient methods for differentiating pluripotent embryonic stem cells into specific subtypes of spinal motor neurons and interneurons. His work combines stem cell differentiation with CRISPR-based genome editing and inducible transgene expression to decode transcriptional programs controlling neural development. A major focus of his research involves using both mouse and human pluripotent stem cells to model motor neuron degenerative diseases like amyotrophic lateral sclerosis (ALS), with the goal of discovering new neuroprotective drugs. Analysis of his recent publications reveals a consistent focus on developmental neuroscience, stem cell biology, and neurodegenerative disease modeling. His work spans molecular mechanisms of neuronal specification, chromatin regulation, and therapeutic applications for motor neuron diseases. Over time, his research has evolved from foundational work on motor neuron differentiation to increasingly sophisticated models of disease mechanisms and drug discovery approaches. Dr. Wichterle has made significant contributions to understanding the transcriptional programs that control motor neuron identity and function. His laboratory has assembled global maps of genomic regulatory elements controlling motor neuron expression programs, effectively decoding the 'syntax and grammar' of the transcription factor language that specifies neuronal cell identity during embryonic development. His research program benefits from extensive collaborations across multiple disciplines, including molecular biology, genomics, and therapeutic development. The laboratory's unique stem cell-based screening platforms have enabled the identification of compounds that protect motor neurons from degeneration, bridging basic science with potential clinical applications for ALS and related disorders.

• 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.

Hironori Washizakiمشاهده پروفایل

استاد

• Systems Engineering
• Software Engineering
• Machine Learning
• +۳ مورد دیگر

Hironori Washizaki is a Professor at Waseda University 's School of Fundamental Science and Engineering and a Visiting Professor at the National Institute of Informatics. He serves as IEEE Computer Society 2025 President and has led initiatives in software engineering, ML design patterns, and IoT systems. His work bridges academia and industry through roles at SYSTEM INFORMATION CO.,LTD. and eXmotion Co., LTD. Research Interests: His work spans software engineering, quality assurance, ML/IoT design patterns, and education innovation. He leads the SmartSE professional education program and standardizes software engineering bodies of knowledge through ISO/IEC/JTC1/SC7/WG20 . Scientific Awards: Golden Core Member (IEEE CS) Spirit of Computer Society Award KDDI Foundation Award Science and Technology Award, MEXT Best Paper Awards at ICSE, CSEE&T, and IWESEP Leadership & Grants: He has secured major grants (JSPS, MEXT) and held editorial roles at IEEE Transactions on Emerging Topics in Computing, IJSEKE, and IEICE journals. As IEEE CS Japan Chapter Chair and SEMAT Japan Chapter Chair , he fosters international collaborations. Labs & Teams: He leads the Global Software Engineering Laboratory at Waseda, focusing on traceability, reuse, and quality. This lab drives projects like ProMeTA (program metamodel taxonomy) and Trace ANY (software maintenance metrics).