جست‌وجوی استاد و پژوهشگر

Kai Alterمشاهده پروفایل

مدرس ارشد

• Speech and Language Processing
• Emotional Processing in Laughter
• Tinnitus
• +۵ مورد دیگر

Kai Alter is a Senior Lecturer in Auditory Cognitive Neuroscience at Newcastle University's Faculty of Medical Sciences, affiliated with the Biosciences Institute. They also serve as an Affiliated Lecturer at the University of Cambridge's Faculty of Modern and Medieval Languages and Linguistics and maintain collaborations with institutions including the University of Lisbon and Tuebingen University. Their educational background includes: Habilitation from University of Leipzig (2002) PhD in Linguistics from University of Leipzig (1994) Post-grade in Linguistics from University of Geneva (1993) Post-grade in Phonetics from University of Lausanne (1993) Master in Linguistics from University of Leipzig (1990) Master in Russian Language from University of Belgorod (1988) Dr. Alter's research focuses on auditory neuroscience, particularly speech and language processing using behavioral and neuro-imaging methods (EEG, MEG, fMRI) in both healthy volunteers and patients. Their work spans cognitive neuroscience, examining the comparison between language and music processing, neurocognition of prosody and intonation in children, turn taking in communication, tinnitus research, dyslexia and working memory, and laughter and brain interactions. They also investigate developmental aspects of speech & language processing, speech segmentation on phrase and discourse level, and processing of durational, tonal, and spectral properties related to voice. Dr. Alter's publications reveal a strong focus on tinnitus research, emotional processing in laughter, and speech processing in neurological conditions. Their work combines multiple neuroimaging techniques to understand auditory processing mechanisms, with recent publications showing increasing interest in tinnitus as a neurological condition and its relationship to brain responses, as well as the neural basis of emotional vocalizations like laughter. Notable scientific achievements include: Oxford Visiting Senior Research Fellowship (2015-2017) Honorary appointment as Research Associate in Neurology by the NHS Trust Associate Member of Laboratorio de Fonetica & Lisbon Baby Lab Research Associate at the Tuebingen University Hospital for Psychiatry Dr. Alter has co-supervised 22 PhD students and 8 PDRAs, and currently co-supervises 5 PhD students and 1 PDRA. They have secured international and national grants totaling £1.8 million over the past 12 years. As a reviewer, they have evaluated proposals for numerous national and international Research Foundations including Human Frontier Science Program, ERC, German Research Foundation, Netherlands Organisation of Scientific Research, Austrian Research Foundation, French Research Foundation, MRC, ASRC, ESRC, and Wellcome Trust. Dr. Alter co-convenes the cross-Faculty Research Group on Phonetics and Phonology at Newcastle University and maintains an active research program investigating the neural basis of speech and emotional vocalizations. Their work bridges cognitive neuroscience, linguistics, and clinical applications, particularly in understanding speech processing disorders and tinnitus.

• 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.

Melinda Papمشاهده پروفایل

استادیار

• Japanese Cultural Studies
• Ritual Studies
• Cultural Anthropology
• +۴ مورد دیگر

Melinda Pap is an Assistant Professor at the Institute of East Asian Studies and a lecturer in the Department of Chinese Studies at Eötvös Loránd University (Budapest). Her research focuses on Japanese cultural anthropology, ritual studies, and child development, with a particular emphasis on the role of storytelling and cultural practices in education and socialization. Research Interests: Japanese rituals, folklore, early childhood development, narrative therapy, cultural transmission, and historical sociology. Key Themes: Analysis of coming-of-age ceremonies like Shichigosan, urban cultural change in Japan, metaphorical language in therapeutic contexts, and the pedagogical use of storytelling for preschoolers. Her publications span topics from preschool education methods to the evolution of family rituals in Japan, blending cognitive linguistics and anthropological inquiry. While no formal scientific awards or student advisement details are listed in the provided materials, her work engages deeply with interdisciplinary approaches to cultural and developmental studies.

• Neuroscience
• Biomedical Engineering
• Signal Processing
• +۴ مورد دیگر

Carlos Guerrero Mosquera is a Contracted Professor at La Salle School of Engineering, Department of Engineering, La Salle University. His research focuses on the intersection of neuroscience, biomedical engineering, and signal processing, with particular emphasis on brain imaging techniques and cognitive processes. Dr. Guerrero Mosquera's research interests span multiple areas including: Electroencephalogram (EEG) signal processing and analysis Functional Near Infrared Spectroscopy (fNIRS) applications in neuroscience Cognitive fatigue and sleep deprivation effects on brain function Neuroergonomics and human performance monitoring Machine learning applications for biomedical signal processing Epileptic seizure detection and characterization His recent publication activity demonstrates a strong focus on multimodal neuroimaging approaches, particularly combining EEG and fNIRS to study cognitive processes. His work has increasingly incorporated machine learning techniques for signal processing and classification, with applications ranging from medical diagnostics to urban soundscapes analysis. The research shows a consistent thread of investigating brain connectivity changes during cognitive tasks and fatigue states, with significant contributions to noise reduction methods in neuroimaging data. Dr. Guerrero Mosquera has been actively involved in several research projects: Human-Environment Research (2022-2025) funded by Agència de Gestió d'Ajuts Universitaris i de Recerca MENTALTIC: Application of Information and Communication Technologies in Mental Health (2021) Deep learning for classification of anomalous acoustic events in real urban and suburban environments (2020) His laboratory work focuses on developing and optimizing methods for neuroimaging data acquisition and analysis, with particular expertise in handling noisy signals and improving the reliability of brain imaging techniques. He maintains an active research profile with publications spanning from 2005 to present, showing increased productivity in recent years with multiple publications in 2023 alone.

Tobias Hallmenمشاهده پروفایل

پژوهشگر

• Multimodal Conversation Analysis
• Machine Learning
• Artificial Intelligence
• +۳ مورد دیگر

Tobias Hallmen is a Researcher at the University of Augsburg 's Chair of Human-Centered Artificial Intelligence within the Faculty of Applied Computer Science . His work focuses on multimodal conversation analysis using machine learning and artificial intelligence in psychotherapy and medical/educational training contexts. Research interests include: Automated evaluation of conversational quality through multimodal data (audio, video, text) AI-based assessment systems for therapy sessions and parent-teacher interviews Development of real-time feedback mechanisms for skill improvement Integration of behavioral signal processing and empathy modeling Recent publications demonstrate expertise in vocal burst analysis , emotional mimicry prediction , and multimodal foundation models for behavioral annotation. Key technical domains: deep learning architectures , cross-modal data correlation , and computer vision applications . The Chair team under Prof. Dr. Elisabeth André currently includes 23 members with 10 projects active, including TherapAI (psychotherapy analysis) and KodiLL (medical training systems). Tobias Hallmen's work particularly addresses speaker classification , reception signal analysis , and remote physiological measurement techniques like video-based heart rate detection .

• Hearing Disorders
• Auditory Processing
• Audiology Education
• +۲ مورد دیگر

Susan Fulton serves as Associate Professor and Chair of Communication Disorders within the College of Education, Health and Human Studies at Southeast Missouri State University. A certified audiologist with the American Speech-Language-Hearing Association since 1988, she maintains active licensure in Missouri and holds specialized certifications in online teaching methodology. Her educational background includes: Doctor of Philosophy in Communication Science and Disorders (Audiology and Hearing Science concentration), University of South Florida Master of Science in Communicology (Audiology concentration), University of South Florida Dr. Fulton's research examines critical intersections between hearing science and cognition, with particular focus on temporal auditory processing across the lifespan, musical training effects on auditory pathways, and innovative educational methodologies. Her work bridges clinical audiology practice with cognitive neuroscience to address hearing disorders through both therapeutic and pedagogical lenses. Recent publication trends (2015-2017) demonstrate dual expertise in foundational auditory research (gap detection mechanisms, hearing-cognition links) and educational innovation (simulated clinical training, musical interventions). This dual focus informs both clinical practice advancements and next-generation clinician preparation. Professional recognition includes: Apple Teacher Designation (2020) College of Education, Health and Human Studies Research Award (2019) She has secured significant research funding including a $12,940 university grant for audiology services development and $1,754 for animal-assisted therapy research in speech clinics. As Missouri Representative for ASHA (2018-present) and committee member for Audiology Assistant Scope of Practice (2020-present), she actively shapes national audiology standards while advising future clinicians through her departmental leadership. Dr. Fulton directs the university's Audiology Advisory Council and contributes to professional development through ASHA committee work, focusing on clinical training standards and scope-of-practice guidelines for emerging audiology support roles.

Pastora Martínez-Castillaمشاهده پروفایل

مدرس ارشد

• Autism Spectrum Disorders
• Developmental Disabilities
• Prosody
• +۷ مورد دیگر

Pastora Martínez-Castilla is a Senior Lecturer in the Department of Evolutionary and Educational Psychology at the National University of Distance Education (UNED) in Madrid, Spain. She has maintained an active research profile since joining the institution in December 2010, with 57 publications, over 7,500 reads, and 631 citations to her name. Her research program focuses on prosodic processing in neurodevelopmental disorders , particularly examining Down syndrome and Williams syndrome through the lens of temporal sampling theory. Dr. Martínez-Castilla investigates how rhythm perception deficits cascade into broader language difficulties, with special attention to Spanish-speaking populations. Her work spans from basic research on phonological processing to applied studies on family interventions for children with rare genetic conditions like PACS1 syndrome. Analysis of her recent publications reveals a growing emphasis on cross-disciplinary approaches , integrating music cognition with language development research. She has made significant contributions to assessment methodology, adapting the Profiling Elements of Prosody in Speech-Communication (PEPS-C) battery for Spanish speakers and developing the PRAUTOCAL corpus for studying prosody in Down syndrome. During the pandemic, her research expanded to examine the emotional impact of lockdowns on caregivers of individuals with neurodevelopmental disorders across multiple countries. Dr. Martínez-Castilla maintains an extensive collaborative network across European institutions, with frequent co-authorship with researchers from Hebrew University of Jerusalem, University of Valladolid, and University College London. Her work demonstrates a consistent trajectory from theoretical foundations to practical applications in clinical and educational settings.

Esther Koganمشاهده پروفایل

دانشیار

• Early Childhood Education
• Gifted Education
• Bilingual Education
• +۳ مورد دیگر

Esther Kogan serves as Associate Professor at Adelphi University's Ruth S. Ammon College of Education and Health Sciences. Her academic home resides within the School of Education where she teaches courses including Classroom Management Strategies For Childhood Educators. Holding dual expertise in psychology and education, she maintains active roles in university governance through committees like the Interdisciplinary Parenting Program Group and Child Activity Center Advisory Board. Ed.D. Special Education. Gifted and Talented, Teachers College, Columbia University (1997) M.A. Special Education. Gifted and Talented, Teachers College, Columbia University (1990) B.S. Psychology, National Autonomous University of Mexico (1988) Professor Kogan's research centers on early childhood development through intersecting lenses of gifted education and bilingualism. Her work examines how family systems, cultural contexts, and school environments collectively shape child development trajectories. She pioneers methodologies for assessing young children while advocating for classrooms that function as respectful learning communities. Current investigations explore teacher training innovations and culturally responsive assessment frameworks for linguistically diverse populations. Her publication portfolio demonstrates consistent focus on educational equity for bilingual gifted learners, with significant contributions to understanding paradoxical identification challenges in this population. Research trends reveal progressive expansion from individual student assessment toward systemic analyses of school-university collaborations and professional development models. Nominated for Teaching Excellence Award (Spring 2006) GABINO BARREDA MEDAL from National Autonomous University of Mexico (1987) International Student Scholarship at Teachers College, Columbia University (1990-1995) Professor Kogan actively mentors through professional organizations including NAEYC and NAGC while directing major initiatives like the Master of Arts in Early Childhood Education program. Her grant portfolio includes multiple Adelphi Faculty Development Awards supporting research on Multiple Intelligences assessment and language intervention strategies. She maintains ongoing consultancy roles with NYC's Board of Education and Brown University's Education Alliance. Through her leadership in the New York State Association of Early Childhood Teacher Educators and editorial board service for the Journal of Early Childhood Teacher Educator, she shapes regional professional development standards while conducting workshops across NYC, Long Island, and Mexico City school districts.

• Cognitive Neuroscience
• Neuroimaging
• Language Processing
• +۳ مورد دیگر

Dr. Julia Sacher is a Professor at the Max Planck Society, specializing in cognitive neuroscience with a focus on language processing, brain connectivity, and neuroimaging. Her research explores the neural basis of language evolution in primates, structural and functional brain networks, and the interplay between neuroanatomy and cognitive functions. Her work integrates advanced neuroimaging techniques (e.g., fMRI, DTI) with behavioral and computational approaches to study language-related brain regions such as Broca's area and the arcuate fascicle in humans and non-human primates. Key projects include analyzing chimpanzee brain architecture to trace evolutionary precursors of human language networks. Dr. Sacher’s publications span cognitive neuroscience, neuroanatomy, and evolutionary biology, with notable contributions to understanding syntactic processing, brain lateralization, and the temporal dynamics of language networks. She collaborates extensively with interdisciplinary teams, advancing methods in neuroimaging and computational modeling.

Stefano Corettaمشاهده پروفایل

استادیار

• Phonetics
• Phonology
• Acoustic Phonetics
• +۷ مورد دیگر

Stefano Coretta is a Lecturer (Assistant Professor) in the Linguistics and English Language department at the University of Edinburgh's School of Philosophy, Psychology and Language Sciences. He serves as the Senior Teaching Coordinator for statistics, developing and coordinating statistical curriculum for both undergraduate and postgraduate programs. His educational background includes a PhD in Linguistics from the University of Manchester (2020), a Research MA in Theoretical and Applied Linguistics from the University of Pavia, and undergraduate studies in Classics with Oriental Studies from the University of Milan. Prior to joining Edinburgh in 2021, he completed postdoctoral research at the Institute for Phonetics and Speech Processing at Ludwig-Maximilians-Universität München. Coretta's research focuses on phonetology (the intersection of phonetics and phonology), with particular expertise in acoustic and articulatory phonetics. His methodological approach emphasizes quantitative methods, statistics, and Open Science practices. He employs various techniques including ultrasound tongue imaging, electroglottography, and fMRI in his investigations of segmental characteristics like duration, phonation, voice quality, tongue gestures, and laryngeal articulations. His work spans multiple language families including Indo-European, Oceanic, and South American languages, with a strong interest in phonetic typology and language description. He maintains an active presence in academic communities, particularly through Stack Overflow where he has contributed extensively to discussions about R programming, statistics, and linguistic analysis. As a supervisor, Coretta welcomes PhD students working on topics within phonetics, laboratory phonology, historical phonetics/phonology, quantitative methods theory, and graphemics. He currently supervises Aya Awwad and has specific expertise with acoustic and articulatory analysis techniques. He does not supervise projects in developmental linguistics, bi/multilingualism, language acquisition, or language pathology. Teaching responsibilities include undergraduate courses such as Data Analysis for LEL, Statistics and Quantitative Methods, and Guided Research Seminar in LEL, as well as postgraduate courses including Quantitative Methods in Linguistics and Research Methods in Developmental Linguistics. He has developed mini-courses on R programming for linguistic applications.

• Linguistics
• Phonetics
• Phonology
• +۳ مورد دیگر

Iris Smorodinsky is a Teaching Professor at Georgetown University, specializing in Linguistics with a focus on phonetics, phonology, and developmental language processes. She holds a Ph.D. in Linguistics from Yale University. Education : Ph.D. in Linguistics, Yale University Research Interests : Her work examines articulatory phonetics, phonological processes in speech production, and the development of speech patterns in infants. She investigates topics such as schwa realization in French, gestural coordination in consonant clusters, and vowel characteristics in early babbling stages across languages. Publications Trends : Her articles span phonetic analysis of speech sounds, cross-linguistic comparisons of French and English infant babbling, and the articulatory basis of phonological phenomena. Recent work emphasizes gestural dynamics in speech production. Advising & Grants : No specific grants or advising roles are documented in the provided materials.

• Developmental Psychology
• Language Acquisition
• Cognitive Development
• +۳ مورد دیگر

Makeba Wilbourn is Associate Professor of the Practice in Psychology and Neuroscience at Duke University. Her research examines cognitive-language development intersections, focusing on infants' word learning foundations, bilingualism's cognitive effects, and gesture's role in language acquisition. Key research areas: 1) Cognition's influence on early language development, particularly how infants' perceptual skills scaffold word learning; 2) Language's impact on cognition in monolingual/bilingual children; 3) Gesture's relationship to language development across socio-cultural contexts. Recent publications investigate racial bias development in emotion reasoning (2022), infants' label-to-face mapping (2021), and pointing gestures in learning (2019). Her work employs experimental methods with infants and children to understand how linguistic experiences (bilingualism) and non-verbal communication (gestures) shape cognitive processes across development.

• Traumatic Brain Injury
• Cognitive Neuroscience
• Neuropsychology
• +۳ مورد دیگر

Michelle MCKERRAL is a Professor at the Department of Psychology , Faculty of Arts and Sciences , University of Montreal . Her research focuses on traumatic brain injury (TBI) , cognitive neuroscience , and neuropsychological rehabilitation . She leads interdisciplinary studies at the Interdisciplinary Research Center on Rehabilitation (CRIR) and Centre de recherche en sciences de la vision (CERNEC) . Ph.D. in Neurosciences & Psychology (1998) M.Ps. in Psychology & Clinical Sciences (1996) B.Sc. in Psychology (1992) Her research employs electrophysiological methods and neuropsychological tests to study brain function alterations after TBI and their recovery. Key areas include visual perception deficits , cognitive rehabilitation , and social participation outcomes . Recent work explores robotic exoskeleton interventions and virtual reality for postural control assessment . Notable projects include: 2023-2026 : Knowledge exchange grants about TBI 2019-2022 : Physical activity intervention for mild TBI 2018-2021 : Exoskeleton walking program for spinal injury She has supervised numerous doctoral students in TBI rehabilitation research and co-developed clinical tools like the Client's Intervention Priorities (CIP)© instrument. Her work appears in journals like NeuroRehabilitation and Brain Injury .

• Clinical Psychology
• Developmental Psychology
• Cultural Psychology
• +۶ مورد دیگر

Nicholas Papouchis is a Professor in the Department of Psychology at Long Island University (LIU) and has served as Director of the Ph.D. Program in Clinical Psychology since 1984. He holds a Ph.D. from the City University of New York (1972) and completed postdoctoral training in Psychotherapy and Psychoanalysis at New York University (1978). His professional affiliations include roles at the Albert Einstein College of Medicine, Adelphi University's Derner Institute, the Manhattan Institute for Psychoanalysis, and the Center for Psychotherapy and Psychoanalysis of New Jersey. He is also involved in editorial boards for journals like the Journal of Infant, Child and Adolescent Psychotherapy . His research focuses on integrating attachment theory, object relational theories, and reflective functioning into clinical practice. Key interests include the therapeutic process, cultural influences on therapy, and mindfulness applications. He collaborates with doctoral students on projects exploring psychological phenomena linked to attachment and reflective functioning, with plans to expand into Interpersonal Neurobiology. Dr. Papouchis has presented extensively on topics such as trauma, cultural identity, and psychotherapy outcomes. His recent work includes studies on mortality salience priming, dissociation in trauma, and language effects on cultural identity negotiation. He holds ABPP certification from the American Board of Professional Psychology. He co-leads a bi-weekly research group examining clinical training and cultural biases in psychotherapy. His private practice spans New York City and Montclair, New Jersey, emphasizing clinical application of his theoretical frameworks.

• Language Acquisition
• Child Language Development
• Psycholinguistics
• +۵ مورد دیگر

Naomi Havron is a post-doctoral researcher at the Laboratoire de Sciences Cognitives et Psycholinguistique (LSCP) at the École Normale Supérieure in Paris, France. Her academic focus is on language acquisition and development, particularly the mechanisms young children use to learn syntax and vocabulary. She investigates syntactic adaptation, differences between children and adults in language processing, and the impact of family environment on language development. Her work employs behavioral experiments, eye-tracking, day-long recordings, and corpus studies. Education PhD (2013-2016): Hebrew University of Jerusalem, Psychology. Dissertation: 'The Effect of Literacy on Language Learning and Processing.' MA (2010-2012): Tel Aviv University, Philosophy (Summa Cum Laude). Dissertation explored Wittgenstein's influence on Tomasello's language theory. BA (2005-2008): Haifa University, Psychology (Summa Cum Laude). Honors program with a thesis on language and empathy. Research Interests Dr. Havron's research explores how children adapt to linguistic input to learn syntax and vocabulary, emphasizing predictive coding mechanisms. She studies how environmental factors like family size and literacy influence language development. Her work bridges experimental methods (e.g., eye-tracking) with naturalistic approaches, such as analyzing language corpora and day-long recordings. Awards and Fellowships 2017-2018: Victor Smorgon Post-doctoral Fellowship for Outstanding Women ($20,000). 2016-2017: Social Science and Humanities Post-doctoral Fellowship (€22,500) from the French Embassy. 2009: Prize for exceptional paper from Bar-Illan University (Linguistic Philosophy). Collaborations and Grants Her collaborations include projects with Anne Christophe (ENS) on syntactic adaptation and predictive coding, and with Alejandrina Cristia on language exposure in large families. She has also worked with international teams like the ManyBabies Consortium to study variability in infant language research. Labs and Teams She is affiliated with the LSCP at ENS, focusing on cognitive and psycholinguistic approaches to language development. Her work integrates interdisciplinary methods from psychology, linguistics, and neuroscience.