جست‌وجوی استاد و پژوهشگر

Nuno Barbosa-Rochaمشاهده پروفایل

دانشیار

• Mental Disorders
• Cognitive Remediation
• Behavioral Methods
• +۵ مورد دیگر

Nuno Barbosa-Rocha, PhD is an Associate Professor and Vice-President at the School of Health of Polytechnic of Porto (ESS | P.PORTO). He serves as a Senior Researcher (integrated member) at NeuroLab and Director of the Center for Translational Health and Medical Biotechnology Research (TBIO). His research focuses on cognitive/social dysfunctions in mental disorders, leveraging behavioral methods and brain stimulation for intervention development. He pioneers scalable digital solutions for translational health, emphasizing personalized interventions and cognitive monitoring through data-driven approaches. Education: PhD in Psychology from the University of Porto (2012). His work bridges clinical neuroscience and technology, addressing mental health challenges through innovative solutions like EEG sensors for sleep studies and video-based stress monitoring systems. He actively explores the impact of digital media on child development and workplace well-being, with cross-national studies on psychosis-like experiences contributing to global mental health research. Research Interests: Cognitive remediation, digital health technologies, neurophysiological interventions, and occupational health strategies. His lab develops unobtrusive sensors and AI models for real-world health applications, advancing personalized care paradigms. Key innovations include wearable EEG devices and multimodal stress detection systems. Labs/Teams: Directs TBIO Center and collaborates with NeuroLab. Active in translational research bridging academia-industry partnerships. His work emphasizes ethical AI implementation and scalable healthcare solutions.

Gale Stamمشاهده پروفایل

استاد

• Psycholinguistics
• Gesture Studies
• Second Language Acquisition
• +۵ مورد دیگر

Gale Stam, Ph.D., is a Professor of Psychology at National Louis University in Chicago, Illinois. Her primary research focuses on psycholinguistics, gesture studies, and second language acquisition. She holds a Ph.D. in Psychology from the University of Chicago, an M.A. in Linguistics from Northeastern Illinois University, and a B.A. in Political Science from the University of Illinois at Chicago. Stam’s research emphasizes the interplay between gesture, language, and cognition, particularly in L1 and L2 acquisition. She has conducted longitudinal studies on conceptual shifts in thinking-for-speaking across languages and collaborated internationally, including with institutions in France, South Africa, and Sweden. Her work appears in journals like Gesture and Modern Language Journal , and she co-edited influential volumes such as Gesture: Second Language Acquisition and Classroom Research . Stam serves on editorial boards for Language and Sociocultural Theory and previously for Gesture . Her teaching spans B.A., M.A., and Ph.D. programs in Psychology and includes courses like Psychology of Artistic Expression and Advanced Cross-Cultural Communication . She has presented globally, including at conferences in Finland, Portugal, and South Africa. Outside academia, Stam writes fiction, including the short story Andrei's Chance and the fairy tale In Ten Days , both available on Amazon Kindle.

Margot Sullivanمشاهده پروفایل

استادیار

• Cognitive Neuroscience
• Aging
• Memory
• +۹ مورد دیگر

Margot Sullivan is an Assistant Professor in the Department of Psychology at Toronto Metropolitan University, Faculty of Arts. She earned her PhD from York University in 2018 and has been a postdoctoral fellow at Toronto Metropolitan University since 2019, working in the Memory and Decision Processes Lab. PhD, York University, 2018 Her research lies at the intersection of cognitive neuroscience, aging, and cognition. She investigates how cognitive control, attention, memory, and decision-making evolve across the lifespan and under conditions such as mild cognitive impairment and bilingualism. Her work employs advanced neuroscientific techniques including event-related potentials (ERPs), resting-state fMRI, pupillometry, and eye-tracking to explore the neural and physiological mechanisms underlying motivated attention and risk-based decisions in younger and older adults. The recent publications highlight a strong focus on aging, cognitive control, and the neural underpinnings of memory and language. Key themes include the impact of emotional arousal on decision-making, functional brain connectivity in aging and cognitive decline, and the cognitive benefits of bilingualism. Her work bridges experimental psychology with clinical and developmental insights, contributing significantly to our understanding of lifespan cognitive changes. Margot Sullivan has not been publicly recognized with scientific awards based on available information. She has taught courses such as Introduction to Psychology and Psycholinguistics at York University and currently teaches PSY102 (Intro I) and PSY654 (Cognitive Psychology) at Toronto Metropolitan University. There is no mention of grant funding or formal student supervision in the provided text. Her ongoing research continues within the Memory and Decision Processes Lab, where she explores the temporal dynamics of motivated attention and age-related differences in cognitive processing.

Samuel David Jonesمشاهده پروفایل

مدرس

• Computational Neuroscience
• Developmental Psychology
• Cognitive Modeling
• +۷ مورد دیگر

Samuel David Jones is a Lecturer in Psychology at Bangor University's School of Psychology & Sport Science and a member of the Cognitive Neuroscience Institute. His research focuses on computational approaches to understanding individual differences in human cognitive development across the lifespan, with particular emphasis on speech, language, and communication skills. Dr. Jones earned his PhD from Lancaster University in April 2020 and an MA from the University of Nottingham in April 2017. His educational background has equipped him with strong methodological expertise in behavioral experimentation and computational modeling. His research program centers on three key areas: (i) auditory processing, particularly how frequency discrimination relates to developmental language disorders; (ii) the neural population dynamics of neurodivergent learning and cognitive control; and (iii) resource-rational models of neurodivergent information seeking. His work employs computational modeling to develop transdiagnostic theories that can explain patterns across neurodevelopmental conditions including developmental language disorder, dyslexia, dyscalculia, and autism spectrum disorder. Analysis of his 15 most recent publications reveals a clear trajectory from foundational work on auditory processing mechanisms toward more theoretical contributions around rational inattention frameworks. His research increasingly integrates computational modeling with behavioral experimentation to develop unified theories of neurodevelopmental variation. The work spans multiple disciplines including cognitive neuroscience, developmental psychology, and computational cognitive science, with strong implications for clinical assessment and intervention. Dr. Jones has secured significant research funding including a £59,472 grant from The Waterloo Foundation for "The Waterloo Foundation report into transdiagnostic neurodevelopmental assessment" (2025-2026), a £30,896 Royal Society Research Grant for "Enhancing developmental speech perception modelling through head and torso simulation" (2024-2025), and a £7,160 UKRI grant for high-spec computing resources to model the neurodivergent brain. He actively supervises PhD students and has directed the North Wales Speech and Language Exchange since 2023, organizing academic workshops and developing community engagement initiatives. His research group collaborates extensively with Dr. Kami Koldewyn at Bangor University and Professor Gert Westermann, with whom he has co-authored multiple high-impact publications. Dr. Jones maintains an open science approach, with all papers, code, and data available through his Open Science Framework page.

Christopher Fennellمشاهده پروفایل

استاد

• Infant Speech Perception
• Early Word Learning
• Phonology
• +۷ مورد دیگر

Christopher Fennell is a Professor in the School of Psychology at the University of Ottawa, where he has been a faculty member since January 2006. His research explores infant speech perception, early word learning, and the interplay between phonetic processing and cognitive development, particularly in bilingual contexts. His research interests focus on how infants perceive phonetic detail in speech and how this perception supports early language acquisition. He investigates how familiarity with words and objects enhances infants' ability to access sound details, bridging developmental psychology and linguistics. His work has implications for understanding the foundations of language in children, especially in bilingual environments. Fennell's research contributes to key areas such as phonology, cognitive development, infant language processing, and bilingualism. Though no specific publications are listed, his work aligns with interdisciplinary studies in psychology, linguistics, and child development. Infant Speech Perception Phonology and Language Development Bilingual and Multilingual Acquisition Cognitive Foundations of Language Developmental Psychology Child Health and Development Christopher Fennell advises students in developmental psychology and cognitive science, though no specific advisees are listed. He has not been mentioned in connection with specific grants, but his long-standing position and research program suggest sustained funding support. He is affiliated with the Department of Psychology at the University of Ottawa and contributes to graduate education through seminars in cognitive and language development. He is involved in research related to infant and child development, potentially within a developmental laboratory or research group at the University of Ottawa, though no specific lab or team name is provided in the text.

• Bilingualism
• Cognitive Psychology
• Executive Function
• +۳ مورد دیگر

Emma Hughes-Parry is a Lecturer in Medical Sciences at North Wales Medical School, with former affiliations to the School of Psychology & Sport Science. Her academic work bridges cognitive psychology, bilingualism, and neurological research, focusing on executive function performance across bilingual and monolingual populations at different life stages. Current Affiliation: Lecturer in Medical Sciences at North Wales Medical School Past Affiliation: School of Psychology & Sport Science Her research explores: Executive function in bilingual vs. monolingual individuals Language dominance and cognitive performance Development of web-based tools for language assessment in neurological disorders Metalinguistic tasks and cognitive aging Applications of Simon Task and card sorting methodologies Neuroplasticity in bilingual lexical processing Key trends in her publications include bilingualism's impact on cognitive development, standardized testing frameworks, and digital solutions for clinical neuropsychology. She actively contributes to interdisciplinary collaborations across psychology, linguistics, and medical sciences. Additional Duties: Involvement in the School of Education and School of Psychology & Sport Science

Emily Gersteinمشاهده پروفایل

استادیار

• Developmental Psychopathology
• Family Systems
• Risk and Resilience Processes in Children
• +۵ مورد دیگر

Emily Gerstein is an Assistant Professor in the Department of Psychological Sciences at the University of Missouri-St. Louis (UMSL), specializing in developmental psychopathology and family systems research. Her work focuses on risk and protective factors in children with developmental delays and preterm birth, emphasizing parental stress, emotion regulation, and observational family dynamics. Education: Ph.D. in Clinical Psychology (Arizona State University, 2012); clinical internship at Rush University Medical Center; postdoctoral fellowship at the Waisman Center (University of Wisconsin-Madison). Her research spans from the transition to parenthood to early schooling, utilizing methodologies like structural equation modeling and latent class analysis to study familial impacts on child development. She has secured grants from NICHD and NIMH for projects on developmental disabilities and family systems. Selected publications highlight her expertise in: Socioeconomic and parental affective influences on preterm children's executive function Behavioral outcomes in chaotic households Cultural contexts in bilingual child development Gender norms in emotion regulation socialization Family resilience processes Scientific awards include Phi Beta Kappa (2003), Cum Laude (2003), and multiple travel awards (Arizona State University, David Zeaman Student Travel Award). Her work bridges clinical practice, developmental theory, and empirical analysis to support vulnerable families.

Adriana Janette Umana-Taylorمشاهده پروفایل

استاد

• Adolescent Development
• Ethnic-Racial Identity
• Diversity and Inclusion
• +۵ مورد دیگر

Adriana Janette Umana-Taylor is the Sara Lawrence-Lightfoot Professor of Education at Harvard University's Graduate School of Education (HGSE). Her research focuses on reducing ethnic-racial disparities in youth development through interventions like the Identity Project, which promotes ethnic-racial identity exploration. She has led large-scale longitudinal studies funded by NSF, NIH, and others, and developed culturally responsive curricula addressing identity, equity, and social-emotional learning. Educated at the University of Missouri-Columbia (PhD, 2001), UT Austin (MA, 1997; BA, 1994). Served as Foundation Professor and Director at Arizona State University before joining HGSE in 2017. Recipient of prestigious awards including APA Fellowships, the Marie F. Peters Award, and Outstanding Mentor Award. Her work emphasizes family ethnic socialization, contextual influences on identity development, and mitigating race-based stress. Key contributions include the Identity Project's efficacy in promoting academic and psychological adjustment across diverse populations, including global adaptations in Colombia, Italy, and Europe. Active in professional leadership roles: former associate editor of Journal of Research on Adolescence , member of the Society for Research on Adolescence, and board member of the National Council on Family Relations.

• Cognitive Science
• Linguistics
• Cultural Psychology
• +۳ مورد دیگر

Asifa Majid is a Professor of Cognitive Science and Fellow of St Hugh's College at the University of Oxford. Her research focuses on how language, culture, and experience shape human cognition, with special attention to olfaction, perception, and cross-cultural differences. She leads studies investigating the interplay between linguistic diversity, sensory experience, and conceptualization, employing field experiments, linguistic analyses, and ethnographic methods. Key research areas include odor categorization, color perception, and the role of language in structuring thought. Her work challenges universality assumptions by revealing culturally specific cognitive patterns. She is affiliated with the Culture, Language & Cognition research group at Oxford. Recent publications emphasize global scientific collaboration, sensory diversity, and the impact of visual/olfactory environments on cognition. Her studies highlight how different cultural contexts influence semantic frameworks, with implications for theories of mind, language evolution, and cognitive universals. Notably, her lab explores the under-researched senses of smell and touch, advocating for inclusive, cross-cultural methodologies in cognitive science. While no formal advisees are listed, her mentorship is evident through collaborative projects and interdisciplinary teams advancing sensory and linguistic research. Labs/Teams: Majid heads a research group at the University of Oxford focused on language and sensory perception, integrating linguistic, psychological, and anthropological approaches to study cognition across cultures.

• Speech Perception
• Cochlear Implants
• Pediatric Audiology
• +۵ مورد دیگر

Dr. Rachael Frush Holt is a Professor in the Department of Speech and Hearing Science at The Ohio State University, affiliated with the College of Arts and Sciences. She serves as DEI Chair and Associate Director of the Center for Cognitive and Brain Sciences. Her research focuses on speech perception, neurocognitive development, and psychosocial outcomes in deaf/hard-of-hearing children using cochlear implants or hearing aids, emphasizing family environment impacts. She holds a Ph.D. in Hearing Science (2003) and completed a NIH Postdoctoral Fellowship (2003–2005) at Indiana University. Education: NIH Post-doctoral Fellowship, De Vault Laboratory, Indiana University School of Medicine (2003–2005) Ph.D. in Hearing Science, University of Minnesota (2003) Clinical Fellowship in Audiology, Mayo Clinic (2000) M.A. in Audiology, University of Minnesota (1999) B.S. in Speech and Hearing Science, University of Minnesota (1996) Her research interests include the interplay between family dynamics, executive function, and language outcomes in children with hearing impairments. She investigates accent perception across ages and linguistic backgrounds, leveraging computational methods to quantify speech variability effects. Her work bridges clinical audiology, cognitive neuroscience, and developmental psychology. Publications highlight longitudinal studies on family environments, speech perception metrics, and technology-driven solutions for hearing-impaired populations. She collaborates with interdisciplinary teams and mentors students across academic levels. Labs/Teams: Director of the Developmental Speech Lab, investigating speech perception and language development in diverse populations.

Sandra Haleمشاهده پروفایل

استاد

• Developmental cognition
• Processing speed
• Working memory
• +۲ مورد دیگر

Professor Sandra Hale is a faculty member in the Department of Psychological & Brain Sciences at Washington University. She holds a PhD from the University of Wisconsin, Milwaukee, an MA from the University of California, Riverside, and a BA from the same institution. Her research examines developmental changes in information processing speed across the lifespan and its cascading effects on working memory and reasoning abilities. Additional research explores how sensory and cognitive abilities influence lip reading and auditory comprehension in diverse populations. Professor Hale is currently in a two-year phased retirement period, during which she continues teaching and completing ongoing research projects.

Heather Mooreمشاهده پروفایل

دانشیار

• Naturalistic Communication Intervention
• Early Childhood Intervention
• Cultural Competency in Therapy
• +۳ مورد دیگر

Dr. Heather Moore is an Associate Professor and Undergraduate Advisor in the Department of Communication Sciences and Disorders at Western Washington University. She specializes in caregiver-implemented naturalistic communication interventions and early intervention personnel preparation. With over 20 years of experience, her work focuses on family-centered, culturally sensitive practices for children with disabilities and their families, particularly within Latinx and bilingual communities. She teaches courses such as Clinical Processes, Speech-Sound Disorders, and Evidence-Based Practices in Communication Sciences and Disorders. Education: Ph.D., Speech and Hearing Sciences, Arizona State University (2005) M.A., Communication Sciences and Disorders, University of Georgia (1997) B.S., Communication Sciences and Disorders, James Madison University (1992) Her research emphasizes the efficacy of parent/caregiver-led interventions and professional development for early intervention providers. She advocates for ecological theory-based approaches that integrate cultural and linguistic sensitivity into clinical practices. Recent work highlights disparities in service provision for Latinx families and methodological advancements in bilingual assessment tools. Teaching philosophy centers on scaffolded learning and case-based projects to build student confidence in applying theoretical knowledge to real-world scenarios. She emphasizes errorless learning environments and critical thinking development. Labs/Teams: Active collaborations with multidisciplinary teams focusing on culturally responsive interventions and early childhood service delivery systems.

Martin Dohertyمشاهده پروفایل

دانشیار

• Theory of Mind
• Metalinguistic Awareness
• Developmental Psychology
• +۲ مورد دیگر

Dr. Martin Doherty is an Associate Professor in the School of Psychology at the University of East Anglia. He holds a PhD in Developmental Psychology from the University of Sussex and has conducted postdoctoral research in Japan and Stirling. His academic roles include serving as Psychology Masters Director and coordinating multiple courses including PSY-5016A: Developmental Psychology. His research focuses on: Theory of mind development, particularly false belief understanding in children Metalinguistic and metapictorial awareness Children's understanding of gaze direction and its implications for theory of mind Cross-cultural differences in perception and cognition Analysis of his 15 most recent publications reveals consistent themes in developmental psychology, with a strong focus on metacognition, visual perception, and cross-cultural cognitive development. His work demonstrates increasing methodological sophistication in longitudinal designs and cross-cultural comparisons, particularly between Scottish and Japanese populations. Dr. Doherty leads the Centre for Japanese Studies collaboration and directs multiple research projects including 'The development of gaze understanding' funded by the Leverhulme Trust. He coordinates university outreach through initiatives like 'Child Scientist Morning at UEA' supported by ESRC funding.

Caitlin Mahyمشاهده پروفایل

استاد

• Developmental Psychology
• Prospective Memory
• Episodic Future Thinking
• +۳ مورد دیگر

Caitlin Mahy is a Professor in the Department of Psychology at Brock University, specializing in cognitive development across the lifespan with a focus on prospective memory, episodic future thinking, and executive functioning. Her research employs experimental methods to explore how children and adults plan for the future, particularly examining the interplay between executive functions and social understanding. Her work investigates factors influencing prospective memory performance in early childhood and aging, with a particular emphasis on how executive functioning and language abilities contribute to future-oriented cognition. She has developed frameworks to analyze children’s saving behaviors, procrastination, and decision-making strategies, integrating theoretical and empirical approaches. Key areas of exploration include the role of verbal reminders, strategies for future planning, and the impact of environmental and cognitive factors on memory and decision-making. Her research also addresses methodological innovations, such as parent-report measures for assessing children’s future thinking capabilities. Dr. Mahy collaborates with interdisciplinary teams and has a dedicated lab website (linked) for ongoing projects. Her contributions bridge developmental psychology and cognitive neuroscience, emphasizing practical implications for education and intervention strategies.

Sara C. Steeleمشاهده پروفایل

دانشیار

• Developmental language disorders
• Language-based literacy disabilities
• Vocabulary acquisition
• +۳ مورد دیگر

Sara C. Steele is an Associate Professor in the Department of Speech, Language & Hearing Sciences at Saint Louis University's Doisy College of Health Sciences. She holds a Ph.D., M.A., and B.S. in Speech and Hearing Science from the University of Illinois at Urbana-Champaign. Her research focuses on developmental language disorders, vocabulary acquisition, and the impact of poverty on language development. Dr. Steele has published extensively in peer-reviewed journals and presented her work internationally. Her teaching includes courses on language disorders, literacy, and clinical research. She mentors graduate students and has advised numerous theses and capstone projects. Awards include induction into Alpha Eta Honor Society and multiple teaching nominations. Dr. Steele serves on university committees and professional boards, including the Missouri Commission for Speech-Language Pathology and Audiology. Her grants include studies on stress and language outcomes, and she collaborates on projects addressing literacy and poverty-related language barriers. She is an editorial board member for ASHA's Special Interest Group 01 and actively reviews for top journals in speech-language pathology.