جست‌وجوی استاد و پژوهشگر

• 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.

• Early Childhood Education
• Digital Technology in Early Learning
• Refugee Studies
• +۵ مورد دیگر

Dr. Sandra El Gemayel is a Research Associate in the Department of Health and Education at Manchester Metropolitan University, where she has contributed to the UKRI-funded 'Toddlers, Tech and Talk' project since July 2022. Her work investigates how children aged 0-3 from diverse UK families use digital technologies at home to develop early language and literacy skills, with particular attention to family support mechanisms and wellbeing. Previously, she held research positions with Amna, Refugee Healing Network, and served as a Research Consultant on the DeCID project focused on displaced children. Her educational background includes: PhD in Education from University College London, Institute of Education (2020), with doctoral research examining the play of Iraqi and Syrian child refugees in Lebanon following armed conflict and forced displacement MA in Early Years Education from University College London, Institute of Education (2015) Dr. El Gemayel's research spans the intersection of early childhood development, digital technology integration, and refugee studies. She specializes in innovative qualitative methodologies that center children's voices, particularly through participatory approaches with vulnerable populations. Her work on refugee children's play examines how displacement transforms childhood experiences and learning opportunities, while her current research investigates digital literacy acquisition in infancy within diverse family contexts. She maintains a strong focus on cross-cultural perspectives and ethical research practices when working with young children. Analysis of her recent publications reveals a clear trajectory from refugee childhood studies toward contemporary investigations of digital media in early development. The 2023-2024 Toddlers, Tech and Talk outputs demonstrate concentrated research on parental mediation strategies, home learning environments, and socioeconomic factors in technology access for infants. Earlier works (2019-2021) established her expertise in refugee play contexts, with methodological innovations for researching displaced children. Common threads include attention to power dynamics in research relationships and the application of theoretical frameworks to real-world challenges. Dr. El Gamayel has not received publicly documented scientific awards according to available sources. While no formal PhD or Master's students are listed in her profile, her research leadership on major projects demonstrates significant mentorship capacity. She has secured funding through UKRI for the Toddlers, Tech and Talk project and contributed to the Global Challenges Research Fund-supported DeCID project. Her grant work emphasizes community-engaged research with practical policy implications for early childhood education and refugee support systems. She is an active member of the interdisciplinary Toddlers, Tech and Talk research team at Manchester Metropolitan University, collaborating with experts across health, education, and technology fields to investigate contemporary challenges in early childhood development within post-digital family environments.

• Bilingual Acquisition
• Child Language Development
• Heritage Language Development
• +۵ مورد دیگر

Dr. Johanne Paradis is a Professor and Associate Chair (Graduate Studies) in the Department of Linguistics at the University of Alberta. She directs the Bilingual Acquisition Lab of Alberta and the Child English Second Language (CHESL) Centre. Her research focuses on bilingual and second language acquisition in children, including heritage language development, bilingualism in children with communication disorders, and morphosyntactic and narrative skill acquisition. She investigates factors such as age of arrival, language environment, parental input, and socioemotional wellbeing influencing language development in diverse populations, including refugee children and those with developmental disorders. Her work emphasizes the interplay between language input, cognitive factors, and sociocultural contexts. Key contributions include longitudinal studies on Arabic and Mandarin heritage language development, analyses of narrative profiles in bilingual children with autism spectrum disorder, and advocacy for equitable assessment practices in bilingual populations. Dr. Paradis also explores how adversity and socioemotional challenges affect language acquisition in first-generation refugees. Her interdisciplinary approach bridges linguistics, psychology, and education to address real-world challenges in bilingual education and clinical practice. Her research spans theoretical and applied domains, with a focus on underrepresented language pairs and populations. She has contributed to understanding individual differences in bilingual development, particularly in children with special needs, and has published extensively on methodological challenges in studying understudied languages. Dr. Paradis collaborates internationally, including work in Canada and the Netherlands, to advance knowledge on bilingualism's cognitive and social dimensions.

Kevin Lalaمشاهده پروفایل

استاد

• Animal Behavior
• Evolutionary Biology
• Social Learning
• +۶ مورد دیگر

Prof Kevin Lala is a Professor in the School of Biology at the University of St Andrews, where he leads the Laland Lab. He holds affiliations with the Centre for Biological Diversity, Institute of Behavioural and Neural Sciences, and Centre for Social Learning & Cognitive Evolution. His academic qualifications include a Ph.D. in Psychology from University College London and a B.Sc. in Psychology from the University of Southampton. Prof Lala’s research focuses on animal social learning, niche construction theory, and human cognitive evolution. Key areas include the evolution of intelligence in primates, the role of cultural inheritance in shaping biological evolution, and the interplay between genes and culture. His work integrates experimental studies with mathematical modeling, contributing to the Extended Evolutionary Synthesis framework. Recent publications emphasize global patterns of avian nesting behavior, the impact of anthropogenic environments on wildlife, and the refinement paradox in cumulative cultural evolution. His work has been recognized through prestigious awards like the PROSE Award for Biological Science (2018) and the British Psychological Society’s Best Academic Book Prize (2017). Prof Lala supervises PhD students Sven Kasser and Lucas Mathieu. He has led major research projects funded by the John Templeton Foundation, including studies on gene-culture coevolution and niche construction. His contributions extend to science communication, with articles in New Scientist and popular books like Darwin’s Unfinished Symphony . Prof Lala actively participates in academic activities, including keynote lectures at Darwin Day Celebrations and workshops on evolutionary theory. His research lab hosts international collaborations and produces datasets for non-human primate neuroimaging, advancing comparative studies in cognitive evolution.

• Autism Studies
• Intellectual and Developmental Disabilities
• Neurodiversity
• +۱۲ مورد دیگر

Dr. Damian Milton is a Senior Lecturer in Intellectual and Developmental Disabilities at the Tizard Centre, School of Social Policy, Sociology, and Social Research (SSPSSR), University of Kent. He joined the institution in 2017 and works part-time, balancing his academic role with consultancy for the National Autistic Society. He has been actively teaching in autism and learning disabilities since 2000. His research is centered on participatory and critical autism studies, with a strong emphasis on the inclusion of autistic people in research. He chairs the Participatory Autism Research Collective (PARC) and has led numerous projects with the Autism Education Trust and Transform Autism Education (TAE). His supervisory interests include autism in social and cultural contexts, the autistic voice, qualitative research, empathy, and educational mentoring. Dr. Milton’s recent publications reflect a consistent focus on co-design, autistic flow, the double empathy problem, sensory needs, and critiques of intervention paradigms. His work spans psychology, sociology, education, and cognitive science, advocating for non-pathologizing, neurodiversity-affirming approaches. He is a member of the editorial boards for Autism , Disability and Society , and Autonomy: The Critical Interdisciplinary Journal of Autism Research . He is also a Fellow of the Higher Education Academy and a member of the British Sociological Association and British Psychological Society. Dr. Milton is an active public speaker and has presented at numerous international conferences on autism, participatory research, and neurodiversity. He has no listed scientific awards, but his influence is evident through his extensive publications and leadership in the field.

Sobh Chahbounمشاهده پروفایل

استاد

• Psycholinguistics
• Autism Spectrum Disorders
• Figurative Language Processing
• +۳ مورد دیگر

Sobh Chahboun is a Professor at the Department of Special Needs Education, University of Oslo. Their research focuses on figurative language processing in neurodevelopmental disorders, particularly autism spectrum disorder (ASD), and the intersection of language, culture, and pedagogy. They hold a PhD in Psycholinguistics (2017) from the University of Oslo and have extensive international research experience, including a Marie Curie fellowship (Lanpercept ITN, 2013-2016). Education background includes advanced degrees in Cognitive and Behavioral Neuroscience, Educational Psychology, Hearing and Language Teaching, and Speech Therapy from the University of Granada, Spain. Their work bridges clinical, educational, and sociocultural aspects of language development, with a focus on improving inclusion for children with ASD and neurodivergent populations. Research interests include metaphorical priming effects in ASD, contextual and visual cues in language comprehension, cross-cultural temporal perception, and policy implications of evolving diagnostic criteria. They have published widely on topics such as AAC (augmentative and alternative communication) in education, early childhood sexuality education, and multicultural integration in Norway. Key contributions include a doctoral thesis on figurative language processing comparisons between neurotypical and ASD populations, and collaborative studies using eye-tracking methodologies to analyze reading strategies in children with ASD. Their work frequently addresses societal challenges in education and healthcare through interdisciplinary lenses.

Gisela Tomé Louridoمشاهده پروفایل

دانشیار

• Sociophonetics
• Accent Bias and Inequalities
• Bilingualism
• +۷ مورد دیگر

Gisela Tomé Lourido is an Associate Professor in Sociophonetics in the Department of Linguistics and Phonetics at the University of Leeds, within the Faculty of Arts, Humanities and Cultures. She is also the Director of Language@Leeds and co-leads the Embracing Linguistic Diversity satellite, an initiative focused on reducing language-based prejudices and promoting linguistic inclusivity in higher education and beyond. Education: PhD in Speech, Hearing and Phonetic Sciences, University College London (UCL) MA in Phonetics, University College London (UCL) Postgraduate Certificate in Education (Mestrado Universitario en Profesorado), Universidade da Coruña BA in English Studies (Filoloxía Inglesa), Universidade da Coruña Her research centers on accent variation, accent bias, and inequalities in both monolingual and bilingual populations. She uses phonetic methods, perception tasks, and eye-tracking to examine sociolinguistic awareness, bilingual speech processing, and the acquisition of sociophonetic variation, with a particular focus on Galician-English and Galician-Spanish bilingualism. She also contributes to the documentation of endangered Modern South Arabian languages such as Mehri and Shehret. Her recent publications reflect a strong interdisciplinary approach, combining theoretical linguistics with social justice concerns in education and public policy. The trends in her recent publications highlight a sustained focus on sociophonetics, bilingualism, and accent perception. Her work spans experimental phonetics, child language development, and policy-oriented research, with increasing attention to institutional practices in higher education. She frequently employs eye-tracking and acoustic analysis to study speech processing and perception, and her collaborations extend across institutions in the UK and internationally. Scientific Awards: No awards explicitly mentioned in the provided text. Dr. Tomé Lourido supervises PhD students, including Mian Feng, and welcomes new applicants in her areas of expertise. She has secured funding from the Leverhulme Trust and the Michael Beverley Innovation Fellowship for her research. Her leadership roles in Language@Leeds and the Embracing Linguistic Diversity initiative reflect her commitment to translating research into institutional change. She teaches phonetics and sociophonetics at both undergraduate and postgraduate levels. She is actively involved in research groups such as the Centre for Endangered Languages, Cultures and Ecosystems and the Language@Leeds network. Her work is disseminated through journals like Journal of Semitic Studies , Languages , Phonetica , and Bilingualism: Language and Cognition , as well as through public engagement and policy recommendations like the Accent Equality Statement.

Anne Madeleine Botslangenمشاهده پروفایل

دانشیار

• Health Promotion
• Disability Studies
• Adapted Outdoor Recreation
• +۵ مورد دیگر

Anne Madeleine Botslangen is an Associate Professor at the Department of Health and Social Sciences at Molde University College. Her academic work focuses on health promotion for children, young people, and people with disabilities, while also teaching in the nursing education program. She completed her doctoral thesis in 2015 with affiliations at both the University of Bergen and Molde University College. Academic background includes a cand.mag degree from Molde University College Major in Administration and Organizational Sciences from the University of Bergen Professor Botslangen's research primarily centers on adapted outdoor recreation ("Friluftsliv tilrettelagt") as a means of health promotion and social inclusion for people with disabilities. Her work explores how natural environments can serve as therapeutic spaces that promote wellbeing, social interaction, and quality of life. She investigates the intersection of green social work, disability studies, and health promotion, with particular attention to how outdoor activities can be adapted for individuals with developmental disabilities and other functional variations. Her recent publications demonstrate a strong focus on visitor farms, outdoor activities, and community-based interventions as arenas for social work and health promotion. The research shows consistent themes of inclusion, accessibility, and the therapeutic potential of nature-based activities. Professor Botslangen actively collaborates with various organizations including DNT (Norwegian Trekking Association), local museums, and sports associations to create accessible outdoor experiences. Her work has been featured in media outlets including NRK, Romsdals Budstikke, and Bergens Tidende. She is involved in educational innovation, particularly in creating effective learning arenas for students, and has published on collaborative approaches to educational innovation in higher education.

• Turkish language and literature didactics
• Comparative linguistics
• Multilingualism
• +۳ مورد دیگر

Dr. Sevgi Çıkrıkçı is a Lecturer (Lehrkraft für besondere Aufgaben) in Turkish Studies at the University of Duisburg-Essen, Faculty of Humanities. She serves as module responsible for subject didactics, alumni representative of the Institute of Turkish Studies, and deputy for inclusion within the Teacher Training Working Group. Her office is located at Universitätsstraße 12, Room R12 R03 B02, Essen, and she offers Zoom consultation hours on announced dates. Her research spans Turkish language and literature pedagogy, comparative linguistics, multilingualism, and the role of emotional meaning in literature education. She explores how linguistic features such as adjectives and temporal structures function in both native and second-language contexts, and she investigates summarization strategies among bilingual and monolingual students. Recent scholarly contributions focus on the intersection of emotion, semantics, and literary interpretation, as well as on the didactic implications of text linguistics and bilingual education. Her publications appear in leading Turkish and international journals and conference proceedings, reflecting a commitment to both theoretical inquiry and classroom application. Within the university, she coordinates the recognition of academic achievements for teacher-training degrees, the BA Cultural Studies, and credits earned abroad (e.g., Erasmus). She is actively involved in internationalization initiatives and the integration of inclusive practices in teacher education.

Michele K. Nishiguchiمشاهده پروفایل

استاد

• Microbial Symbiosis
• Evolutionary Biology
• Marine Biology
• +۴ مورد دیگر

Michele K. Nishiguchi serves as Professor in the Department of Molecular and Cell Biology within the School of Natural Sciences at the University of California, Merced. Her research program centers on marine symbiosis evolution, specifically investigating the mutualistic relationship between sepiolid squids and Vibrio bacteria as a model system for understanding host-symbiont specificity, population dynamics, and environmental adaptation. Current affiliations include leadership of the Nishiguchi Lab and active participation in collaborative research initiatives addressing climate change impacts on symbiotic systems. Her primary research focuses on the molecular mechanisms governing squid-Vibrio symbiosis, examining how environmental factors and genetic determinants influence symbiont recognition, competitive exclusion, and cospeciation. Key areas include Vibrio population genetics, biofilm dynamics in host colonization, T6SS-mediated bacterial competition, and thermal stress responses in symbiotic partnerships. Recent work leverages CRISPR-based tools, transcriptomics, and genomic approaches to dissect symbiosis regulation across marine ecological niches. Analysis of her 15 most recent publications reveals a strong emphasis on environmental drivers of symbiosis (47%), molecular mechanisms of host-symbiont interaction (33%), and methodological innovations in symbiosis research (20%). Dominant themes include bacterial competition within host environments, climate change impacts on symbiotic stability, and evolutionary adaptations in symbiont transmission. Her work consistently bridges molecular microbiology with ecological and evolutionary frameworks. Scientific recognition includes: NSF CAREER Award for research on individual variation in dispersal through social landscapes Nishiguchi actively mentors undergraduate and graduate researchers, with 15 documented students in her 2022-2023 lab cohort including UROC and NSF REU participants. Current funding includes the SICBEDU collaborative grant (2024) focused on equity in integrative biology education and the BII: INSITE climate adaptation initiative (2022). Her grant portfolio demonstrates dual commitment to symbiosis research and broadening participation in STEM. The Nishiguchi Lab operates as a multidisciplinary research hub investigating marine symbiosis through molecular, ecological, and evolutionary approaches. Current projects examine biofilm-predator interactions, Vibrio genomics across host species, and climate stress impacts on symbiotic fitness, utilizing the squid-Vibrio model system's experimental tractability for both basic and applied research in microbiome science.

• Developmental Language Disorder
• Speech and Language Therapy
• Educational Inequality
• +۴ مورد دیگر

Dr. Sarah Spencer serves as a Senior Lecturer in the Department of Human Communication Sciences at the University of Sheffield's School of Allied Health Professions, Nursing and Midwifery. With over two decades of clinical experience as an HCPC-registered Speech and Language Therapist and certified RCSLT member, she bridges academic research and NHS clinical practice to address language-related educational inequalities affecting children and adolescents from disadvantaged backgrounds. Her academic credentials include a BMedSci and PhD in Speech and Language Therapy. Dr. Spencer maintains an active clinical practice through her honorary NHS contract and partnerships with organizations including ICAN and The Communication Trust, specializing in complex speech-language disorders among adolescents with particular expertise in language-behavior-social outcome intersections. Dr. Spencer's research confronts systemic inequities through multiple strands: investigating adolescent language differences (Developmental Language Disorder, speech sound disorders); developing inclusive school practices; designing culturally responsive interventions for underserved communities; and critically examining social class impacts on language development. Her methodological approach combines qualitative depth with quantitative rigor, prioritizing co-production with educators and families to ensure real-world relevance. Analysis of her 15 most recent publications reveals consistent thematic threads across diverse contexts—from Indonesian kindergartens to English youth prisons—including socioeconomic impacts on language outcomes, innovative classroom strategies like the Communication Supporting Classroom Observation Tool (CSCOT), and nuanced explorations of nonstandard language varieties. Her work demonstrates exceptional translational impact, with studies directly informing tools adopted by schools and clinical protocols used by NHS services. Professional Recognition and Service: Senior Fellow of the Higher Education Academy (SFHEA) Associate Editor, International Journal of Language and Communication Disorders Regular manuscript reviewer for journals including Language, Speech and Hearing Services in Schools; PLOS ONE; Child Language Teaching and Therapy Grant reviewer for ESRC and Nuffield Foundation As an active PhD supervisor, Dr. Spencer mentors five doctoral candidates investigating cleft palate interventions, parent feedback strategies, and secondary school communication support while having successfully guided three students to completion. Her current research portfolio includes Communication Supporting Classrooms, academic vocabulary development programs for secondary students, and the Language Enriching Activity Programme (LEAP) delivered in partnership with Sheffield Children's NHS Foundation Trust, with new funding applications underway for neurodiversity and equity in pediatric speech-language therapy provision. Through Sheffield NHS partnerships and The Communication Trust's youth justice sector initiatives, Dr. Spencer maintains direct clinical engagement with adolescents experiencing complex speech-language disorders, particularly focusing on mainstream educational settings where language difficulties intersect with behavioral challenges and social outcomes.

Julie Stirrupمشاهده پروفایل

مدرس ارشد

• Physical Education Curriculum
• Early Childhood Development
• Educational Policy Analysis
• +۳ مورد دیگر

Dr. Julie Stirrup is a Senior Lecturer in Physical Education and Sport Pedagogy at Loughborough University, within the School of Sport, Exercise and Health Sciences. Her work focuses on the interplay between policy, curriculum, and pedagogy in shaping physical education experiences across early childhood to secondary education. She holds a BA (Hons) in English and Sport Science from Loughborough University, followed by a PGCE in PE. She completed her master’s in Physical Education and Sport Pedagogy part-time while teaching in a Midlands secondary school. Her PhD (2015) explored early years physical development. Her research examines how systemic factors like policy and curriculum design influence educational experiences, particularly regarding health, social class, and equity. Research Interests Her interdisciplinary work spans educational policy analysis, early childhood development, and health pedagogy. Key themes include curriculum reform in the UK, social class impacts on educational opportunities, and the role of physical activity in wellbeing. Publications Trends Recent articles investigate health discourses in UK curricula, marginalized youth retention in grassroots sports, and early years physical development. Her work blends critical pedagogy with sociological frameworks to address inequities in physical education delivery. Awards & Grants No awards or grants explicitly mentioned. However, her research with the Youth Sport Trust and cross-border educational collaborations highlights active engagement in applied research initiatives. Labs/Teams Affiliated with the Sport, business and society research group, focusing on interdisciplinary studies linking sport to societal issues.

Julia Welbergمشاهده پروفایل

پژوهشگر

• Physics Education
• Educational Psychology
• Digital Teaching Tools
• +۳ مورد دیگر

Julia Welberg is a researcher and doctoral candidate in physics education at the University of Münster’s Institute for Physics Education. She holds a Master of Education in physics and mathematics (2020) and a Bachelor of Science in the same fields (2017). Her research focuses on learners' cognitive styles (empathizing vs. systematizing thinking), digital tools in physics education, and curriculum development. She has contributed to federally funded teacher training initiatives like the WWU Quality Initiative and Creative Days program (since 2018). Employment Timeline: Doctoral Research Assistant (2020–2025) Substitute Physics Teacher (2019–2020) Current Traineeship for Grammar School Teaching (2025) Her work bridges pedagogical theory and practice, emphasizing empirical studies on student motivation, gender influences in STEM, and effective use of digital media. Recent projects include developing German-language empathy/systemizing measurement tools and analyzing factors influencing physics study choices. Publications span over 15 peer-reviewed articles since 2020, addressing topics like learning task design in e-courses, visualization techniques, and differentiated classroom strategies. She collaborates with institutions like Springer Spektrum and Waxmann Verlag on pedagogical publications.

B.G. (Bé) Poolmanمشاهده پروفایل

مدرس

• Clinical Pedagogy
• Special Education
• Language Development in Early Childhood
• +۴ مورد دیگر

Dr. Bé Poolman is a Lecturer at the University of Groningen's Faculty of Behavioural and Social Sciences, specializing in Orthopedagogy and Clinical Educational Science. He holds a PhD from the University of Groningen (2016) on language development disparities in Northeast Netherlands. His career includes roles as an educational psychologist, project leader for inclusive education initiatives, and lecturer at multiple institutions. Education: Master's in Orthopedagogiek (1991), PhD in Education (2016) Professional Roles: Educational psychologist, project leader for early education programs, and lecturer Research focuses on language development in young children, inclusive education, and interventions for learning difficulties. He has developed tools like a reading test with C.J. Wieringa and contributed to initiatives like the Network Inclusive Education Groningen (NIOG). His work emphasizes rural education contexts and parental involvement. Publications analyze rural-urban language proficiency gaps, parental expectations, and early childhood intervention strategies.

Camila Scaffمشاهده پروفایل

پژوهشگر

• Language Acquisition
• Child Development
• Cross-Cultural Studies
• +۳ مورد دیگر

Camila Scaff is a Postdoctoral Researcher affiliated with the Human Ecology Group. Her work focuses on language acquisition in diverse cultural contexts, particularly among non-industrialized populations such as the Tsimane forager-horticulturalists in Bolivia. She employs long-form audio recordings and cutting-edge methodologies like the ACLEW pipeline and LENA system to analyze language input and developmental patterns. Her research interests span cross-cultural linguistics , infant-directed speech , and the methodological challenges in ecological data collection. She advocates for inclusive research practices to address underrepresentation in language studies. Key contributions include diarization tools for ecological recordings, studies on socioeconomic factors influencing lexical development, and critiques of WEIRD (Western, Educated, Industrialized, Rich, Democratic) biases in academic research. Scaff collaborates internationally with anthropologists and speech technologists to bridge interdisciplinary gaps.