جست‌وجوی استاد و پژوهشگر

İbrahim Hakkı Acarمشاهده پروفایل

استاد

• Socioemotional Development of Children
• Adult-Child Relationships
• Individual Differences in Temperament
• +۴ مورد دیگر

Dr. İbrahim Hakkı Acar is a Professor at Özyeğin University, specializing in Child, Youth and Family Studies. He earned his B.A. in Elementary Teaching from Trakya University (2010), Fulbright M.S. in Child, Youth and Family Studies (2013), and Ph.D. in Human Sciences (2016) from the University of Nebraska-Lincoln. Postdoctoral research at the Center for Brain, Biology and Behavior (2016-2017) focused on temperament and executive functioning. Research Focus: Protective/risk factors for child development, self-regulation, nature-based interventions, and cross-cultural studies. Students: Mentored 18 graduate and undergraduate assistants, including Zeynep Beken and Selin Ünser. Awards: Silver Award (NAEYC, 2018) and First Place Prize (Çiğdem Kağıtçıbaşı Festival, 2020). His lab collaborates with international researchers like Dr. Kathleen Rudasill (VCU) and Dr. Samuel Putnam (Bowdoin College). Publications span developmental psychology, educational practices, and environmental influences on early childhood cognition.

Laura Dilleyمشاهده پروفایل

دانشیار مدعو

• Phonetics
• Phonology
• Speech and Hearing Biosciences
• +۶ مورد دیگر

Laura Dilley is an Adjunct Associate Professor in the Department of Communicative Sciences and Disorders at Michigan State University. She holds a Ph.D. in Speech and Hearing Biosciences and Technology from MIT and Harvard (2005) and a B.S. in Brain and Cognitive Sciences from MIT (1997). Her research focuses on phonetics, prosody, and speech processing, with significant work on cochlear implants, infant-directed speech, and the cognitive mechanisms of spoken language understanding. Education: B.S., Brain and Cognitive Sciences, MIT (1997) Ph.D., Speech and Hearing Biosciences and Technology, MIT and Harvard (2005) Her publications span prosodic transcription systems, auditory rhythm discrimination, cochlear implant-related speech processing, and AI applications in clinical practice. Recent work explores generative AI risks and QAnon propaganda as information warfare. Earlier studies examine speech segmentation, perceptual isochrony, and acoustic variability in infant-directed speech. Laura’s research integrates neuroscience, linguistics, and technology to address challenges in language development and speech intelligibility. She actively investigates the interplay between distal speech rate, prosodic cues, and contextual predictability in spoken communication.

Shawn Loewenمشاهده پروفایل

استاد

• Instructed Second Language Acquisition
• Second Language Interaction
• Quantitative Research Methodology
• +۲ مورد دیگر

Shawn Loewen serves as Professor and Associate Chair for Graduate Studies in Michigan State University's Department of Linguistics, Languages, and Cultures within the College of Arts & Letters. He directs the Second Language Studies (SLS) program and teaches second language acquisition and quantitative research methods courses. His educational background includes an MA from Temple University and PhD from the University of Auckland. Loewen's research centers on instructed second language acquisition (ISLA) , second language interaction , and quantitative methodology , with particular focus on bridging SLA research and classroom practice. He investigates how teachers engage with research and how mobile-assisted language learning impacts pedagogy. His recent publications reveal strong trends in mobile language learning effectiveness (Duolingo/Babbel studies), research-practice interface challenges, and methodological rigor in SLA. He examines nonverbal feedback mechanisms, synchronous communication platforms, and pronunciation acquisition through both empirical and theoretical lenses. His scientific recognition includes: Fulbright award for Polish University collaboration (2021) As SLS program director, Loewen fostered the graduate community that earned MSU's 2018 Outstanding Graduate Program Community Award. Since 2018, he has served as associate editor of The Modern Language Journal while securing research grants including the Fulbright. Though specific advisees aren't listed, his leadership roles indicate active graduate mentorship across second language studies. Loewen maintains active involvement in the SLS program and collaborates on language learning technology projects, frequently addressing media inquiries about language app efficacy as seen in Kiplinger's 2024 coverage.

Céline Launayمشاهده پروفایل

مدرس

• Forensic Psychology
• Eyewitness Memory
• Social Psychology
• +۳ مورد دیگر

Céline Launay is a Lecturer at Université Toulouse - Jean Jaurès, affiliated with the Cognition, Languages, Ergonomics (CLLE) research unit. Her work focuses on forensic psychology, particularly the social regulation of memory in judicial contexts. She develops tools for testimony collection used by legal professionals and analyzes police interview techniques to understand eyewitness memory processes. Her research explores: Eyewitness testimony reliability and memory performance in legal settings Social psychology aspects of judicial processes and investigative interviewing Development of specialized protocols for interviewing vulnerable populations Application of cognitive psychology principles to forensic contexts Launay's publications demonstrate a consistent focus on improving testimony quality through cognitive psychology applications. Her work spans eyewitness memory protocols, police interview analysis, and testimony reliability assessment, with recent explorations into truth-telling mechanisms and specialized interview techniques for asylum seekers and gambling behavior studies. She collaborates extensively within Jacques Py's Lab and participates in multidisciplinary teams investigating psychology-law intersections. Her research contributes to the CLLE unit's work on cognition in complex situations and society-individual interactions.

Ariel Kalilمشاهده پروفایل

استاد

• Developmental Psychology
• Parenting Behavior
• Child Development
• +۳ مورد دیگر

Ariel Kalil is a Professor at the University of Chicago's Harris School of Public Policy, where she directs the Center for Human Potential and Public Policy and co-directs the Behavioral Insights and Parenting Lab. Her work bridges developmental psychology, behavioral economics, and public policy to address parenting behaviors, child development, and socioeconomic inequality through rigorous field experimentation. Professor Kalil's research centers on how economic conditions shape parenting practices and child outcomes, with particular focus on historical trends in income-based gaps in cognitive and non-cognitive development. She designs behavioral interventions to strengthen parental engagement in low-income families using insights from neuroscience and decision science, examining how poverty and inequality affect developmental trajectories. Her approach integrates longitudinal data analysis with randomized controlled trials to identify scalable solutions for reducing disparities. Her recent publications (2023-2025) reveal a concentrated effort on digital and behavioral tools to enhance parenting practices—particularly in literacy, math skill development, and school engagement for disadvantaged children. These studies consistently employ field experiments across diverse contexts to test low-cost interventions like informational nudges, identity priming, and digital libraries, demonstrating how small behavioral changes can yield significant developmental gains while addressing structural barriers. Scientific Awards: William T. Grant Foundation Faculty Scholars Award Changing Faces of America’s Children Young Scholars Award from the Foundation for Child Development National Academy of Education/Spencer Postdoctoral Fellowship Society for Research in Child Development (SRCD) Award for Early Research Contributions (2003) Professor Kalil's research is funded by the National Institutes of Health (NIH) and multiple private foundations, supporting her lab's development of evidence-based parenting interventions. Her work emphasizes translating behavioral insights into practical policy tools through partnerships with schools, community organizations, and government agencies, with particular attention to implementation fidelity and scalability in real-world settings. The Behavioral Insights and Parenting Lab, under her co-direction, operates as an interdisciplinary hub testing interventions in naturalistic environments—from digital libraries for shared reading to personalized teacher nudges. Current projects focus on leveraging behavioral economics to overcome attentional scarcity in low-income households, design effective parental engagement strategies, and measure long-term impacts of early childhood interventions on intergenerational mobility.

Tomás A. Palmaمشاهده پروفایل

استادیار

• Social Psychology
• Cognitive Psychology
• Face Recognition
• +۵ مورد دیگر

Tomás A. Palma is an Assistant Professor at the School of Psychology, University of Lisbon. His research focuses on social cognition, specifically how social categories like race, gender, and age influence face recognition, metamemory, and stereotype formation. He has contributed to understanding the cross-race recognition deficit (CRD) and strategies to mitigate its effects. Research Themes: Cross-Race Recognition Deficit, Metacognitive Awareness, Social Categorization, Stereotyping Dynamics Key Collaborations: James Correll, Luís Garcia-Marques Recent publications explore CRD mechanisms, eye gaze patterns, and the application of large language models to behavioral science predictions. His work also addresses hiring discrimination, stereotype plasticity, and cultural variations in gender perception. While no specific awards or student mentorship details are mentioned, his teaching includes advanced psychology research methods and statistics.

• Speech Therapy
• Developmental Dyslexia
• Language and Speech Pathology
• +۵ مورد دیگر

Ekateryna Todorova, PhD, is an Associate Professor at the Department of Health Care and Social Work, New Bulgarian University. She specializes in developmental dyslexia, speech therapy, and special educational needs. Her career spans over two decades in academic and clinical roles. Research Interests: Dyslexia diagnostics and therapy Articulation and phonological disorders Executive function in learning disabilities Educational technology for special needs Developmental language impairments Inclusive education practices Academic Contributions: She has authored multiple books and chapters on developmental dyslexia and articulation disorders, including Bulgarian adaptations of international diagnostic tools like DDE-2. Her recent research focuses on literacy training for children with physical disabilities using assistive technologies. Professional Roles: Former dean of the Bachelor's Faculty (2016-2020), former director of quality commission, and academic mentor in EU-funded projects like Erasmus+ and Human Resources Development Program.

Derek Ballمشاهده پروفایل

مدرس ارشد

• Philosophy of Mind
• Philosophy of Language
• Semantic Theory
• +۵ مورد دیگر

Derek Ball is a Senior Lecturer in the Department of Philosophy at the University of St Andrews , affiliated with the Arché Philosophical Research Centre and the Global Research Centre for Diverse Intelligences . He contributes to the St Andrews SETI Post-Detection Hub and engages in interdisciplinary research. Research Focus: Philosophy of mind, philosophy of language, semantic theory, conceptual engineering, and comparative psychology. Key Projects: 'What Kind of Mind?' (2018-2019) and 'Rethinking Mind and Meaning' (2014-2016), funded by the Arts and Humanities Research Council. Public Engagement: Delivered workshops with Kingsbarns Primary School (2016) to communicate research on animal and infant minds. Collaborations: Partnered with international researchers in cognitive science and linguistics. Publications: Notable works include Definition and Dispute: A Defense of Temporal Externalism (2024) and research on metasemantic ethics, semantic accommodation, and nonhuman cognition. Supervision: Currently advising PhD students including Nick Allen, Isabella Bartoli, and Sabina Dominguez Parrado.

Jennifer Zukمشاهده پروفایل

استادیار

• Developmental Cognitive Neuroscience
• Speech and Language Acquisition
• Neurodevelopmental Disabilities
• +۴ مورد دیگر

Jennifer Zuk is an Assistant Professor in the Department of Speech, Language & Hearing Sciences at Boston University. Her research integrates developmental cognitive neuroscience, clinical speech-language pathology, and music cognition to study early childhood factors influencing speech, language, and reading acquisition in neurodevelopmental disabilities. Ph.D., Speech and Hearing Bioscience and Technology, Harvard University Ed.M., Mind, Brain, and Education, Harvard Graduate School of Education B.A., Cognitive Science, Case Western Reserve University B.S., Music Education, Case Western Reserve University Her work employs behavioral and neuroimaging tools (eMRI, fMRI) to examine brain-behavior relationships in children from infancy to school age, focusing on communication disorders, environmental influences (e.g., music), and translational clinical applications. She bridges music cognition and educational interventions to promote inclusive practices. Recent publications highlight her interdisciplinary approach, exploring: Speech timing and white matter organization in autism Prosody production in neurodevelopmental contexts Home literacy/music environments' impact on early language Neural predictors of reading/language outcomes Music-reading skill correlations Developmental resilience mechanisms in dyslexia As a speech-language pathologist, Dr. Zuk emphasizes translating research into clinical practice for improved identification and inclusion of communication disorders.

Sara J. Margolinمشاهده پروفایل

دانشیار

• Cognitive Psychology
• Gerontology
• Reading Comprehension
• +۳ مورد دیگر

Sara J. Margolin is an Associate Professor at SUNY Brockport, specializing in Cognitive Psychology, Gerontology, and Aging Research. Her work explores the intersection of language processing, memory, and technology's impact on aging populations. Education: PhD in Cognitive and Sensory Processes with a Certificate in Gerontology (University of Florida, 2007) M.S. in Cognitive Psychology with emphasis in Statistics and Research Methods (University of Florida, 2005) B.S. (cum laude) in Psychology with Mathematics Minor (University of Florida, 2002) Her research focuses on age-related changes in language and reading comprehension, particularly how misspellings and negation affect young and older adults. She also investigates technology's role in cognitive aging and challenges stereotypes about aging and dementia. Recent publications (2025–2010) span topics like ageism in media, technology's influence on cognition, and aging's impact on memory. Keywords include Cognitive Psychology, Gerontology, and Aging Research, with sub-fields covering Age Simulation, Text Messaging, and Dementia.

Anne Wienholzمشاهده پروفایل

پژوهشگر

• Sign Language Linguistics
• Psycholinguistics
• Neurolinguistics
• +۳ مورد دیگر

Dr. Anne Wienholz is a Researcher at the Institute for German Sign Language (IDGS) within the Department of Language, Literature, and Media, University of Hamburg's Faculty of Humanities. She works on DFG-funded projects focused on experimental sign language research. Her research spans sign language linguistics, psycholinguistics, and neurolinguistics. Key interests include sentence processing in German Sign Language (DGS) and American Sign Language (ASL), language acquisition in deaf children, pronominal reference resolution, and age-of-acquisition effects. She employs eye tracking, ERP, and experimental methodologies to investigate cognitive and neurophysiological mechanisms. Analysis of her 12 publications (2018-2025) reveals consistent experimental investigations of sign language syntax, reference resolution, and developmental trajectories. Work frequently compares DGS and ASL, examining adjective placement, anaphora, and age effects through integrated behavioral and neurophysiological approaches. Dr. Wienholz contributes to DFG projects advancing sign language resources including the DGS Corpus and specialized dictionaries. These grants support corpus development and experimental infrastructure at the IDGS. She is affiliated with the Experimental Sign Language Laboratory (EGS-Labor), utilizing eye tracking and EEG. The IDGS develops critical resources like the Digital Dictionary of German Sign Language (DW-DGS) and domain-specific lexicons for health, psychology, and social work.

• Measurement
• Data Science
• Well-Being
• +۷ مورد دیگر

Louis Tay is the William C. Byham Professor in the Department of Psychological Sciences at Purdue University’s College of Health and Human Sciences. His research bridges methodology, data science, and well-being, focusing on cross-disciplinary inquiries in measurement, Big Data, and organizational psychology. Education: PhD in Psychology (2011), University of Illinois at Urbana-Champaign Key research areas include: Methodological innovations (measurement, latent class modeling, Big Data) Societal and workplace well-being (happiness, wellness programs, work-leisure interfaces) Positive humanities integration (arts/humanities in psychological studies) Algorithmic bias mitigation in personnel selection Recent publications analyze social media language for well-being indicators, bias detection in machine learning, and cross-cultural psychological assessments. Collaborators include Munmun De Choudhury , Angela Duckworth , and Lyle Ungar . Scientific recognition includes Fellowships from APA, APS, SIOP, and SPSP, plus Purdue’s 2021 Trailblazer Award. Former Students: Stuti Thapa, Cassie Batz-Barbarich, Louis Hickman, Vincent Ng, Lauren Kuykendall, Daphne Hou, Hoda Vaziri, Chris Wiese Current Research Team: Victoria Scotney, Daphne Hou, Fanyi Zhang, Gloria Liou He leads the WAM Lab and ExpiWell initiatives, emphasizing mentoring as his greatest professional joy. Graduate recruitment for Fall 2026 is open.

David Purpuraمشاهده پروفایل

استاد

• early childhood education
• mathematics education
• dual language learners
• +۱۲ مورد دیگر

David Purpura is a Professor in the Department of Human Development and Family Science at Purdue University and serves as Director of the Center for Early Learning . His research focuses on early mathematics development, home and school learning environments, and interventions for dual language learners . Ph.D. in Clinical Psychology, Florida State University (2010) Postdoctoral Fellowship in Mathematics Education, University of Illinois (2010-2012) Dr. Purpura's work examines how mathematical language , executive function , and cultural practices shape early numeracy. He develops picture book interventions to improve math skills and investigates gender differences in home math practices , classroom quality , and parental engagement . His recent publications highlight math anxiety in Latine families , block play as educational tool , and factor structures of learning environments . Funded by the Heising-Simons Foundation and National Science Foundation , he explores technology-supported dialogic reading and measurement frameworks for home numeracy. Scientific Awards : Purdue Faculty Scholar Award (2021-2025) Purdue Trailblazer Award (2020) Fulbright Global Scholar (2019-2021) College of Health and Human Sciences Early Career Award (2017) Teaching for Tomorrow Award (2015-2016) Dr. Purpura's lab collaborates with authors and illustrators to create math-focused picture books and actively seeks graduate students. He maintains a lab website and engages in public outreach through Twitter .

• Process-based diagnostics of reading and language skills
• Eye movements in children and adults
• Cognitive deficits of weak readers
• +۷ مورد دیگر

Sascha Schroeder is a Professor of Educational Psychology at the Georg-August University of Göttingen since 2018, where he heads the Department of Educational Psychology. Previously, he led the Max Planck Research Group 'Reading Education and Development' (REaD) at the Max Planck Institute for Human Development in Berlin from 2012-2018, following research positions at the University of Kassel, Max Planck Institute, and University of Cologne. Dr. Schroeder's research focuses on language and text psychology, with emphasis on process-based diagnostics of reading and language skills, eye movements in children and adults, and cognitive deficits of weak readers. His work in educational psychology explores digitalization of teaching and learning contexts, serious gaming, and embedded assessment. Methodologically, he specializes in linear mixed-effect models, diffusion models, reaction time distributions, and cognitive modeling. Analysis of his recent publications reveals a strong focus on morphological processing, eye-tracking research in reading development, and cross-linguistic studies. His work spans both fundamental cognitive processes and applied educational interventions, with particular attention to developmental trajectories from childhood through adulthood. The research often employs sophisticated methodologies to examine how readers process language at multiple levels. Dr. Schroeder maintains an active research program with numerous collaborations, particularly with researchers such as Tiffin-Richards, Hasenäcker, Mousikou, and Grolig. His work bridges theoretical cognitive psychology with practical educational applications, contributing significantly to our understanding of reading development and language processing.

Gregory J. Feistمشاهده پروفایل

استاد

• creativity
• personality
• psychology of science
• +۳ مورد دیگر

Gregory J. Feist is a Professor of Psychology in the College of Social Sciences at San Jose State University, where he leads research on creativity, personality, and the psychology of science. He serves as Founding President of the International Society for the Psychology of Science and Technology and Founding Editor-in-Chief of the Journal of Psychology of Science & Technology, having previously held leadership as Past-President of APA’s Division 10 (Psychology of Aesthetics, Creativity and the Arts). Feist’s research program investigates the intricate relationship between personality traits and creative achievement, particularly in scientific domains. His work examines how motivation, beliefs, and cognitive styles influence reasoning processes and scientific productivity, with recent expansion into the psychology of climate change. He explores how ideological commitments drive motivated reasoning, where individuals critically evaluate evidence contradicting pre-existing beliefs about environmental issues. This research bridges fundamental personality psychology with urgent societal challenges. Analysis of his 2020-2024 publications reveals consistent focus on creativity-personality interactions, with significant contributions to understanding creative cognition, linguistic markers of innovation, and psychological barriers to scientific consensus. His 2022 work on climate change reasoning demonstrates how political ideology shapes evidence evaluation, while his handbook contributions establish foundational frameworks for studying individual differences in creative processes. Though specific advising details are unlisted, Feist’s extensive publication record and professional leadership indicate active mentorship of emerging scholars. His research implications extend to scientific training programs, innovation policy, and science communication strategies for contested issues like climate change.