جست‌وجوی استاد و پژوهشگر

Ylva Østby Bergerمشاهده پروفایل

دانشیار

• Clinical Neuropsychology
• Epilepsy and Cognition
• Memory
• +۲ مورد دیگر

Ylva Østby Berger is an Associate Professor of Cognitive and Clinical Neuroscience at the University of Oslo. She holds positions in clinical neuropsychology and leads teaching at the Section for Cognitive and Clinical Neuroscience. Her primary affiliation is the Department of Psychology within the University of Oslo. Education: PhD from the Department of Psychology (PSI), University of Oslo (2011), specializing in neurocognitive development. Board certification as a Clinical Neuropsychologist. Clinical experience includes roles at Akershus University Hospital (AHUS) and the Oslo University Hospital (OUS) Epilepsy Center. Research focuses on epilepsy's cognitive impacts, memory processes, and intersections between literature and memory. Key projects include the Prospective Follow-Up Study of Temporal Lobe Epilepsy (ProTLE) and the ReadMemo project exploring fiction reading's effects on episodic memory. She also investigates nostalgia's psychological and cultural dimensions through a book project. Awards include the 2009 PhD Research Award, 2017 Dissemination Award, and 2021 Teaching Award from the Department of Psychology. Teaching responsibilities include courses on cognitive neuroscience (PSYC2230), clinical neuropsychology (PSYC4330), and research communication in cognitive neuroscience (PSY4314). Collaborations involve the Epilepsy Research Group Oslo (ERGO) and the Literature, Cognition, and Emotions (LCE) research initiative. Active in interdisciplinary work spanning neuroscience, psychology, and literary studies.

Tonje Amlandمشاهده پروفایل

پژوهشگر ارشد

• Developmental Psychology
• Early Cognitive Development
• Numeracy and Mathematical Learning Difficulties
• +۳ مورد دیگر

Tonje Amland is a Research Fellow at the Department of Special Needs Education, University of Oslo (UiO), affiliated with the CREATE Centre for Research on Equality in Education. Her work focuses on developmental psychology, early cognitive development, and mathematical learning difficulties. She has held roles including Postdoctoral Researcher (2023–present), University Lecturer (2022–2023), and Doctoral Research Fellow (2018–2022). Academic Background: PhD: Department of Special Needs Education, UiO (2018–2022) MSc Child Development, Institute of Education, UCL (2014–2015) BA in Languages, University of Bergen (2008–2010) Research Interests: Her research examines numeracy development, mindset in mathematics, home learning environments, and children with high learning potential. Methodological expertise includes structural equation modeling and meta-analysis. Teaching: Courses include SPED4400, SPED4010, and SNE4200. She mentors students in special needs education and developmental psychology. Labs/Groups: Active in CREATE, Literacy and Numeracy in Context (LiNCon), and the NumLit project. Her work bridges educational practice and cognitive science to address learning disparities.

Paula Clarkeمشاهده پروفایل

دانشیار

• Reading and Language Comprehension
• Literacy
• Intervention
• +۵ مورد دیگر

Dr. Paula Clarke is an Associate Professor in Psychological Approaches to Childhood and Inclusive Education at the University of Leeds, School of Education. She also serves as Director of Research and Innovation and Programme Leader for the MA Special Educational Needs. Her expertise spans reading comprehension, literacy interventions, and randomized controlled trials (RCTs), with a focus on inclusive education and neurodiversity. Clarke holds a BSc (1st class) in Psychology from the University of York and a PhD in Psychology, followed by postdoctoral research on reading development. She transitioned to education in 2009, contributing to interdisciplinary research and pedagogy. Her research emphasizes evidence-based interventions, such as the 'Dynamic Assessment of Reading Test (DART)' and 'Books Bags and Boxes' project, funded by bodies like the Nuffield Foundation and ESRC. She explores how school libraries reduce inequality and evaluates the impact of the pandemic on early education. Clarke collaborates with organizations like the Leeds Child Development Unit and Language@Leeds, and edits journals including the British Journal of Educational Psychology and Scientific Studies of Reading . Her teaching covers developmental psychology, inclusive education, and research methods. Current research projects include 'Connecting and Comprehending through Play' (funded by GameInLab) and 'CREATE' (ESRC/IAA). Clarke supervises doctoral researchers on topics like autism and inclusive education, and fosters interdisciplinary teams addressing literacy gaps and special needs. Her work bridges psychology and education, advocating for methodologies that are accessible and equitable. Key themes include dynamic assessment, early reading interventions, and support for neurodiverse learners. Grants from the Arts Council, Nuffield, and others fund her projects, reflecting her commitment to practical, scalable solutions for educational challenges.

Monica Melby-Lervågمشاهده پروفایل

استاد

• Language development
• Reading development
• Dyslexia
• +۵ مورد دیگر

Monica Melby-Lervåg is a Professor at the Department of Special Education, University of Oslo, affiliated with the CREATE Center for Research on Equality in Education. Her research focuses on language and reading development in children, particularly those with dyslexia or from minority language backgrounds. She has led major research initiatives like the CREATE Center and the GenEd project. Her work emphasizes meta-analytic reviews, experimental interventions, and the role of phonological awareness in reading skills. Education: PhD in Psychology (2008), Postdoc in Minority Language Research (2009). Roles: Former Deputy Head of the Department (2017-2019), Dean of Research (2013-2015). Research Interests: Quantitative methods, oral language interventions, bilingualism, and the causal factors influencing reading and math skills. Her meta-analyses on phonological skills and working memory training have shaped educational policy. Grants & Projects: Led €5M CREATE center (2022), GenEd project on familial dyslexia, and ArcEd on educational admissions. Collaborates widely with institutions like Campbell Collaboration. Labs/Teams: CREATE Center, Literacy and Numeracy in Context (LiNCon) group.

Arne Ola Lervågمشاهده پروفایل

استاد

• Development of Reading Skills
• Language Development
• Mathematics Education
• +۵ مورد دیگر

Arne Ola Lervåg is the Center Director and Professor at the CREATE - Centre for Research on Equality in Education at the University of Oslo. He holds a Dr. Polit. (PhD) from the Faculty of Educational Sciences (2005) and a Cand. Paed. in educational psychological counseling (1997). His research focuses on the development of reading, language, and mathematics skills, with an emphasis on longitudinal modeling and randomized controlled trials (RCTs). His work addresses topics such as reading comprehension, word decoding, and the impact of socioeconomic factors on academic outcomes. Key interests include the intergenerational transmission of literacy skills, cognitive factors underlying mathematical proficiency, and interventions for language minorities and children with neurodevelopmental disorders. Recent studies highlight the effectiveness of oral language interventions in preschool settings and the role of morphological awareness in early literacy. His publications span over two decades, with contributions to journals like Journal of Child Psychology and Psychiatry and Developmental Science . He co-leads projects on preventing special education needs and directs CREATE, emphasizing equality in education. Collaborations with institutions like the University of Cambridge and international researchers underscore his global impact in educational psychology.

Ona Bø Wieمشاهده پروفایل

استاد

• Child Language Development
• Cochlear Implants
• Speech-Language Pathology
• +۶ مورد دیگر

Ona Bø Wie is a Professor and Head of Department at the Department of Special Needs Education (ISP), University of Oslo. Her research focuses on hearing, speech-language, and literacy development in children with cochlear implants, particularly examining language development in prelingually deaf children with bilateral implants. She leads a longitudinal study tracking language outcomes from implantation through adolescence. Teaching responsibilities include courses in audiological pedagogy (SPED4100) and advanced speech therapy (SPED4200/SPED4200D), alongside PhD-level research ethics (UV9010). Collaborations include Oslo University Hospital's Rikshospitalet for clinical research. Key research areas: speech perception in cochlear implant users, psychosocial impacts of hearing loss, language intervention efficacy, and quality-of-life metrics for hearing-impaired children. Methodologies include longitudinal studies, randomized controlled trials, and systematic reviews. Her work bridges audiology, education, and psychology to improve outcomes for children with hearing impairments. Active in interdisciplinary projects like the 'Child Language and Learning' initiative and affiliated with the Communicative Processes (ComPros) research group.

• Dyslexia Research
• Reading Comprehension
• Eye Movement Studies
• +۳ مورد دیگر

Joseph Holly is a Professor at the University of Reading, specializing in reading comprehension, neurodevelopmental disorders, and eye movement studies. His research explores dyslexia interventions, bilingual education, and cognitive processes in reading. He has collaborated extensively on studies involving autistic students, deaf learners, and children's language acquisition. Key Research Areas: Eye tracking methodologies in reading Neurodiversity and educational strategies Contextual learning in vocabulary development Inclusive practices in neurodevelopmental research Notable Contributions (2020–2025): 2025: Prioritized UK dyslexia research aligned with funding trends 2024: Explored L1 influence on L2 processing in bilingual children 2023: Analyzed contextual diversity in word learning His work bridges cognitive science and education, emphasizing practical applications for diverse learner populations. No formal awards are listed, but his collaborative projects reflect significant academic impact.

• Cognitive Abilities Assessment
• Specific Learning Disabilities Identification
• Teacher-Student Relationships
• +۳ مورد دیگر

Daniel Hajovsky is an Associate Professor in the Department of Educational Psychology at Texas A&M University, serving as Academic Program Chair and Director of Clinical Training for the School Psychology Program. He holds faculty affiliations with the Center on Disability and Development and Institute for Neuroscience. His research emphasizes cognitive assessment, specific learning disabilities (SLD) identification, and teacher-student relationship dynamics. Hajovsky employs latent variable and longitudinal modeling to analyze large-scale educational datasets. He earned a Ph.D. in School Psychology from the University of Kansas (2015) and a B.S. in Psychology from Texas A&M (2007). Courses taught include Clinical Neuropsychology, Individual Assessment of Child Intelligence, and Professional Internship in School Psychology. Key research interests include: Predictive validity of cognitive abilities on academic skills Dynamic teacher-student relationship influences Cultural/developmental factors in educational outcomes SLD identification methodologies Recent publications explore cognitive-achievement relations across ability levels, gender differences in social skills development, and SLD decision-making frameworks. He has received prestigious awards including the 2025 Ernie Goetz Mentoring Award and 2024 EPSY Outstanding Research Award. Hajovsky serves as Deputy Editor for the Journal of School Psychology and Associate Editor for the Journal of Psychoeducational Assessment .

• Speech and Language Therapy
• Developmental Speech Sound Disorders
• Ultrasound Tongue Imaging
• +۱۲ مورد دیگر

Joanne Cleland is a Professor of Speech and Language Therapy in the Department of Psychological Sciences and Health at the University of Strathclyde, where she has been a faculty member since 2015. Her work bridges theoretical articulatory research and applied clinical practice, focusing on developmental Speech Sound Disorders in children. She leads and collaborates on major funded research projects and is an active member of international professional organizations. University: University of Strathclyde School: Faculty of Humanities & Social Sciences Department: Department of Psychological Sciences and Health Academic Rank: Professor Email: joanne.cleland@strath.ac.uk Her educational background includes a BSc in Speech Pathology and Therapy and a PhD in Speech & Prosody in Developmental Disorders: Autism & Down Syndrome, both from Queen Margaret University, completed in 2002 and 2010 respectively. Joanne Cleland's research centers on improving diagnosis and treatment of Speech Sound Disorders in children, with a special emphasis on visual biofeedback technologies such as ultrasound tongue imaging. She investigates how real-time visualization of articulatory movements can enhance speech therapy outcomes. Her work integrates mixed methods, clinical trials, and co-production with clinicians and families. She is particularly interested in making advanced technologies accessible in clinical and home settings. The recent publications reflect a strong trend in child speech research, focusing on variability in voice quality, phonological awareness, diagnostic standardization, and the development of digital tools for therapy and training. There is a clear emphasis on empirical data collection, technological innovation, and translational research that connects laboratory findings to clinical practice. Scientific Awards: Manuel Garcia Prize (2023) Meritorious Poster Submission (2023) Joanne Cleland is actively involved in advising and grant-funded research. She is Principal Investigator on projects such as 'Maximising the impact of speech and language therapy for children with speech sound disorder' and 'SonoSpeech Cleft Pilot', and Co-investigator on others like 'Variability in child speech (VariCS)' and 'Speech Therapy Animation and imaging Resource (STAR)'. These projects are funded by ESRC, NIHR, Chief Scientist Office of Scotland, and EPSRC. She is accepting PhD students interested in childhood speech sound disorders, particularly those involving cleft palate. She contributes to several research labs and teams, including the VariCS team, the SonoSpeech project, and the BletherNet neural network initiative. She collaborates with researchers such as Anja Kuschmann, Jane Stuart-Smith, and Eleanor Lawson. Her datasets are publicly available via Open Science Framework and University of Strathclyde repositories, promoting open science and reproducibility.

• Genetics
• Medical Genetics
• Pediatrics
• +۳ مورد دیگر

Bianca Elizabeth Russell is an Assistant Clinical Professor in the Department of Pediatrics and Division of Genetics at the University of California, Los Angeles (UCLA). She also serves as the Assistant Program Director for the Genetics Fellowship Program. Dr. Russell completed her medical degree at the University of California, Irvine in 2013, followed by a combined residency in Pediatrics and Genetics at Cincinnati Children’s Hospital. Her clinical practice focuses on general and metabolic genetics, including management of patients with disorders caused by ASXL gene mutations (e.g., Bohring-Opitz Syndrome) and participation in newborn screening processes. Her research interests center on genetic disorders, particularly those involving the ASXL gene family, and their clinical manifestations. She maintains a global patient registry and biobank for these conditions, contributing to advancements in understanding their molecular mechanisms and treatment strategies. Dr. Russell is also involved in genomic newborn screening initiatives and multidisciplinary approaches to complex genetic cases, such as pediatric hemimegalencephaly. Her work bridges translational research and clinical practice, emphasizing precision medicine and rare disease surveillance. Dr. Russell has authored/co-authored over 30 peer-reviewed publications, covering topics such as chromatinopathies, Wnt signaling dysregulation in genetic disorders, and the clinical management of ASXL1-related syndromes. Her collaborative efforts with international consortia highlight her commitment to advancing global standards in genomic medicine and newborn screening programs.

Peter Zentelمشاهده پروفایل

استاد

• Intellectual Disabilities Education
• Special Education
• Educational Technology
• +۳ مورد دیگر

Prof. Peter Zentel is a W3 Full Professor and Chairholder at Ludwig Maximilian University of Munich's Department of Education for Intellectual Disabilities including Inclusive Education. He previously held a W3 Professorship at Heidelberg University of Education (2015–2020). His research focuses on special education technologies, intellectual disabilities education, and inclusive practices, with emphasis on digital inclusion, assistive technologies, and quality-of-life metrics for disabled populations. Key areas of research include: Assistive technologies for communication and learning Educational assessment methods for severely disabled youth Impact of AI on aging populations with disabilities Inclusive leisure participation strategies Cognitive development assessment in neurodiverse populations Recent work explores: Ethical AI applications in disability contexts Tablet-based literacy screening tools Eye-tracking studies in multimodal learning Gerontechnology adoption challenges His interdisciplinary approach combines pedagogy, cognitive science, and engineering to create equitable educational solutions. Prof. Zentel advises on international projects like the INSENSION initiative, focusing on communication assessment tools for people with profound intellectual and multiple disabilities (PIMD). He actively contributes to policy debates about inclusive education standards and digital accessibility requirements.

• Neurolinguistics
• Cognitive Neuroscience
• Developmental Linguistics
• +۶ مورد دیگر

Dr. Lars Meyer is a Research Group Leader at the Max Planck Institute for Human Cognitive and Brain Sciences in Leipzig, Germany, leading the Max Planck Research Group Language Cycles. He also holds a part-time position as a Research Associate in the Department of Phoniatrics and Paediatric Audiology at University Hospital Münster. His career includes roles as a doctoral student, postdoctoral researcher, and visiting scholar at institutions like the University of Georgia, Athens. Meyer's research focuses on neurolinguistics, cognitive neuroscience, and developmental linguistics, with a strong emphasis on electrophysiological methods (e.g., EEG) to study language processing, syntax, speech timing, and neural oscillations. His work bridges theoretical linguistics with experimental neuroscience, examining how neural mechanisms underpin language acquisition, sentence comprehension, and prosody. Key contributions include studies on the role of neural oscillations in language segmentation, the impact of electrophysiological maturation on language development, and the neural correlates of syntax processing. His group develops cutting-edge methodologies combining EEG with eye-tracking and behavioral measures to dissect real-time language processing. Meyer holds a Dr. phil. in Linguistics from the University of Potsdam (2013) and an M.Sc. in Clinical Linguistics from the University of Groningen (2008). His research is funded through Max Planck Society grants and collaborations within the German and international neuroscience community.

Roberta Michnick Golinkoffمشاهده پروفایل

استاد

• Child Development
• Language Acquisition
• Early Childhood Education
• +۳ مورد دیگر

Roberta Michnick Golinkoff is the Unidel H. Rodney Sharp Chair and Professor in the School of Education at the University of Delaware, with joint appointments in Psychological and Brain Sciences and Linguistics and Cognitive Science. She directs the Child’s Play, Learning & Development Lab, focusing on language acquisition, play’s cognitive benefits, and spatial skills in preschoolers. Her work bridges research with public advocacy through initiatives like the Ultimate Block Party and Playful Learning Landscapes, transforming urban spaces into learning environments. Education: Ph.D. in Developmental Psychology, Cornell University, 1973 B.A. in Psychology, Brooklyn College, 1968 Research Interests: Her interdisciplinary work emphasizes the role of play in learning, early language development, and spatial cognition. She advocates for evidence-based educational practices, particularly in under-resourced communities, and develops tools like the QUILS language screener to identify at-risk children. Awards & Recognition: John Simon Guggenheim Fellowship AERA Fellow (2019) Outstanding Public Communication of Education Research Award (2018) Urie Bronfenbrenner Award (Lifetime Contribution) Grants & Collaborations: Funded by NSF, NIH, LEGO Foundation, and others. Notable projects include cross-cultural studies on play perceptions and the Learning Sciences Exchange (LSX), fostering collaboration between scientists and policymakers. Labs & Initiatives: The Child’s Play Lab explores developmental mechanisms, while Playful Learning Landscapes integrates urban design with learning science to create accessible educational spaces.

David Cokerمشاهده پروفایل

استاد

• Writing Instruction
• Early Writing Assessment
• Writing Development
• +۳ مورد دیگر

Dr. David Coker is a Professor in the School of Education at the University of Delaware, specializing in writing instruction and early literacy development. He has held academic roles since 2004, progressing from Assistant to Professor. His work focuses on enhancing writing outcomes for low-income students, with research areas including early writing assessment, writing development, and effective instructional strategies. Dr. Coker earned his Ed.D. and Ed.M. in Language and Literacy from Harvard University (2004, 1999), and a B.A. in English from Johns Hopkins University (1993). He has secured significant grants, including a $1.5M IES grant for studying first-grade writing instruction and a Delaware Title II Grant. His research emphasizes the interplay between classroom practices and student outcomes, particularly for ELLs and at-risk populations. Notable contributions include developing classroom observation systems for writing instruction and analyzing noncognitive factors in academic achievement among juvenile delinquents. Grants: IES Exploration Grant (2011–2015) State of Delaware Title II Grant (2009) Awards: Dean’s Research Award (2014) Nominated for Excellence in Teaching (2005) Dr. Coker’s work bridges theory and practice, influencing both academic discourse and classroom strategies to improve literacy outcomes for diverse student populations.

Stephanie N. Del Tufoمشاهده پروفایل

استادیار

• Neurocognitive basis of learning
• Language and literacy development
• Developmental and aging neuroscience
• +۳ مورد دیگر

Stephanie N. Del Tufo is an Assistant Professor in the School of Education and the Interdisciplinary Neuroscience Graduate Program at the University of Delaware. Her research focuses on the neurocognitive basis of learning, language, and literacy across the lifespan, with a particular emphasis on addressing educational equity through individualized approaches. She leads the Developmental and Aging Neuroscience Laboratory, investigating how biological and contextual factors (e.g., socioeconomic status) influence learning outcomes in children, adults, and aging populations. Education: Ph.D., Psychological Sciences, University of Connecticut (2016) M.A., Psychology, University of Connecticut (2015) B.A., Neuroscience and Chemistry, Smith College (2008) Research Interests: Del Tufo’s work bridges neuroscience and education, exploring how neurocognitive mechanisms underpin learning differences. Key areas include: The role of declarative memory in math skills Neural networks supporting multilingual reading Impact of socioeconomic factors on literacy and numeracy Developmental trajectories in neurofibromatosis type 1 Asset-based approaches for adoptees’ academic success Her studies utilize advanced neuroimaging (e.g., MRI, fMRI) and longitudinal designs to dissect these processes. Grants & Awards: PI: NIH/NICHD Grant (2021–2023) on the neurobiology of reading compensation Spencer Foundation Grant (2021–2023) on racial equity and time-series methods Co-I: NIH/NICHD Grant (2019–2028) on executive function and academic achievement Recipient of the Isabelle Y. Liberman Award (2016) and David Zeaman Memorial Award (2016) Labs & Collaborations: Her Developmental and Aging Neuroscience Laboratory employs interdisciplinary methods, collaborating with institutions like Vanderbilt Brain Institute and MIT. Current projects include VR-based navigation studies for neurofibromatosis and explorations of heritage language learners’ math skills.