جست‌وجوی استاد و پژوهشگر

• Collaborative Learning
• Uncertainty Management in STEM
• Feedback Mechanisms
• +۱۲ مورد دیگر

Chandan Dasgupta is an Assistant Professor in the Educational Technology department at Indian Institute of Technology Bombay. He holds a Ph.D. in Learning Sciences from the University of Illinois at Chicago and a Master’s in Human-Computer Interaction from Georgia Institute of Technology. His research focuses on collaborative learning, uncertainty management in STEM, and distributed creativity in makerspaces. Education: Ph.D. in Learning Sciences, University of Illinois at Chicago M.S. in Human-Computer Interaction, Georgia Institute of Technology Dasgupta designs technology-enhanced environments for STEM education, emphasizing embodied learning, inquiry-based pedagogy, and artificial intelligence integration. His recent work explores AR/VR applications for spatial reasoning and critical action curricula in engineering education. Analysis of his 88 research outputs reveals trends in collaborative learning technologies (19 publications in 2023-2025), uncertainty management frameworks (13 papers), and makerspace creativity (7 studies). Key technologies include augmented reality (GeoSolvAR, MathReality), virtual reality conversational agents, and adaptive learning systems. Dasgupta actively contributes to EdTech policy discussions in India, advocating for contextualized solutions aligned with UN Sustainable Development Goals. His collaborations span institutions in the USA (Purdue, Georgia Tech) and India (IIT Bombay, Tulna partnership).

• Virtual Reality
• Spatial Ability
• Product Design
• +۸ مورد دیگر

Kristi Bartlett is an Assistant Professor in Product Design at the University of Kentucky, specializing in virtual reality, spatial ability assessment, and equity in design education. Her work bridges technology and pedagogy through projects like the OVPR Curate Program and UNITE Research Priority Area initiatives. Doctor of Philosophy, Purdue University (2023) Master of Science, University of Houston (2019) Research interests focus on: Virtual reality applications in design education Equity and inclusion in design disciplines Critical analysis of spatial skills assessment tools Generative AI ethics in creative processes Interdisciplinary medical device development Collaborative virtual learning environments Recent publications analyze AI-generated design renders, mental rotation assessment in VR, and gender dynamics in industrial design. Her projects examine immersive technologies, historically excluded student experiences, and sustainability integration in engineering curricula. Current grants include: Comparing Physical and Virtual Reality Product Models (2025-2026, UK OVPR) Mixed Reality in Product Design Education (2024-2025, UK IRC) Equity in Healthcare Design (2024-2025, UK UNITE) Historically Excluded Students in Design (2024-2025, UK UNITE)

Emre Ugurمشاهده پروفایل

دانشیار

• Robotics
• Robot Learning
• Cognitive Robotics
• +۵ مورد دیگر

Emre Ugur is an Associate Professor in the Department of Computer Engineering at Bogazici University, where he serves as the head of the Cognition, Learning and Robotics (CoLoRs) laboratory. His research focuses on bridging the gap between continuous sensorimotor experiences and discrete symbolic representations in robotics. Funded by major international sources including the European Commission's Horizon 2020 program and TUBITAK, his work has significant implications for cognitive robotics and autonomous systems. Education: PhD in Computer Engineering from Middle East Technical University (METU, Turkey) Ugur's research interests center on cognitive and developmental approaches to robotics, with particular emphasis on neuro-symbolic integration, affordance learning, and symbol emergence. His work explores how robots can autonomously develop high-level cognitive capabilities through continuous interaction with their environment, similar to human cognitive development. His approach combines machine learning, cognitive science, and robotics to create systems that can learn, predict, and reason about their actions. His recent publications reveal a strong trajectory toward neuro-symbolic robotics, where he develops methods for extracting discrete symbolic representations from continuous sensorimotor experiences. This work enables robots to perform complex planning and reasoning tasks while maintaining connection to physical reality. There is also significant focus on social robotics, particularly in human-robot interaction, social navigation, and embodied cognition. Scientific Awards: The Young Scientist Award by the Science Academy (BAGEP) The Excellence in Teaching Award by the Faculty of Engineering (2023) As Principal Investigator of major projects including INVERSE (EU Horizon 2025), DEEPPLAN (TUBITAK), and previously DEEPSYM and IMAGINE, Ugur has established a robust research program that bridges theoretical advances with practical applications. He has supervised numerous PhD and Master's students who have made significant contributions to the field. His leadership extends to organizing major workshops at top robotics conferences including IROS, RSS, and ICRA. At the Cognition, Learning and Robotics (CoLoRs) lab, Ugur leads research on cognitive robotics, developmental robotics, and neuro-symbolic AI. The lab explores fundamental questions about how robots can develop understanding of their actions, learn from interaction, and form abstract representations necessary for high-level cognition. Current projects focus on symbolic reasoning, prediction, and planning in robotic systems.

• Geography Didactics
• Phenomenological-hermeneutic lifeworld theory
• Spatial theory
• +۸ مورد دیگر

Mirka Dickel is a Professor and Chair holder of Geography Didactics at the Geographical Institute of the Friedrich-Schiller-Universität Jena since October 1, 2011. Prior to this position, she served as Professor of Educational Science specializing in Geography Didactics at the University of Hamburg (2008-2011) and as Academic Councilor for Geography Didactics at the University of Mainz (2006-2008). Her academic career spans over two decades with significant contributions to geography education, teacher training, and didactic methodology. Dr. Dickel completed her teaching qualification for secondary schools (SII/I) in German, English, and Geography at the University of Münster. She earned her doctorate in 'Didactics of Geography' from the Chemisch-Geowissenschaftlichen Fakultät at the University of Jena in 2004 under Prof. Dr. Tilman Rhode-Jüchtern. Before her university career, she worked for ten years as a teacher of German and Geography at the Goethe-Gymnasium in Stolberg (near Aachen). Her research focuses on geography didactics with an emphasis on phenomenological-hermeneutic lifeworld theory and socially theoretically informed spatial theory. She explores geographical thinking, representation and mediation methods, history of geography education, space theories, socialized human-nature relationships, democracy education, judgment practices in geography education, and the ecology of classroom time. Her work bridges theoretical frameworks with practical classroom applications, emphasizing ethical and aesthetic dimensions of geography teaching. Dr. Dickel's recent publications demonstrate a growing interest in virtuality, visualization, embodiment, and the intersection of geography with other disciplines such as philosophy, ethics, and visual arts. Her work increasingly examines digital media in geography education, intersectionality through comic art, and the temporal dimensions of teaching and learning processes. She has developed a distinctive approach that combines phenomenological inquiry with pedagogical practice, creating innovative frameworks for geography education that emphasize critical reflection and ethical engagement. As an active contributor to academic governance, Dr. Dickel has served as Director of the Geographical Institute (2019-2022), Chair of the Teacher Examination Committee (2011-2023), and leader of the Doktorandenkolleg 'Bildung-Forschung-Dialog' since 2019. She has coordinated several significant projects including the BMBF-funded 'Kompetenzzentren für digitales und digital gestütztes Unterrichten' (2023-2025) and the 'Qualitätsoffensive Lehrerbildung' (PROFJL) initiatives. Dr. Dickel is deeply involved in teacher education through her supervision, coaching, and workshop offerings focused on conflict resolution, team dynamics, and perfectionism in educational contexts. She leads numerous excursions that serve as living laboratories for her research on spatial awareness and human-environment relationships, including recent trips along the Saale River, to Hamburg, Vienna, and various international locations.

Charlotte Leeمشاهده پروفایل

دانشیار

• 18th and 19th-century German literature
• Poetry and versification
• Cognitive approaches to literature
• +۳ مورد دیگر

Dr. Charlotte Lee serves as University Associate Professor and Director of the German Section within the Faculty of Modern and Medieval Languages and Linguistics at the University of Cambridge. Based at Murray Edwards College, she teaches literature from the 18th century to the present while leading German studies initiatives across the university. Her research centers on 18th and 19th-century German literature with groundbreaking work connecting poetry to physical movement and cognition. Lee investigates how textual rhythms trigger embodied responses, examining German, English, and French poetry through cognitive science lenses. Current projects explore kinaesthetic empathy in reading and the neuroscience of poetic rhythm, building on her monograph The Very Late Goethe: Self-Consciousness and the Art of Ageing (2014) and edited volume Goethe in Context (2024). Lee's publication trends reveal consistent interdisciplinary innovation, merging literary analysis with neuroscience and dance studies. Her work demonstrates how poetic structures engage universal cognitive mechanisms while reflecting language-specific rhythmic patterns, particularly evident in collaborations with the Centre for Neuroscience in Education's Baby Rhythm Project. No scientific awards were documented in the source materials. As a dedicated supervisor, Lee mentors MPhil and PhD students including Jonny Ball and Daniel Rees, welcoming new candidates in cognitive literary studies and German Romanticism. Her cross-disciplinary collaborations span neuroscientists studying infant language acquisition, dance scholars examining kinaesthetic empathy, and art historians working with the New Hall Art Collection. Lee actively participates in interdisciplinary teams including the 'Watching Dance' project analyzing movement cognition and 'Dance of the Muses' reconstructing ancient Greek choral poetry. Her research bridges literary scholarship with empirical science through partnerships like the Baby Rhythm Project, demonstrating literature's tangible connections to physical experience and cognitive processing.

Karl J. Fristonمشاهده پروفایل

استاد

• Neuroscience
• Radiology and Medical Imaging
• Computational Neuroscience
• +۴ مورد دیگر

Karl J. Friston is Professor of Imaging Neuroscience and Wellcome Principal Research Fellow at the Faculty of Brain Science, University College London. He serves as Scientific Director of the Wellcome Trust Centre for Neuroimaging and has been a leading figure in computational neuroscience for decades. Friston previously served as President of the international Organization of Human Brain Mapping in 2000 and has received numerous prestigious awards for his groundbreaking work. Professor Friston's research centers on theoretical neuroscience with a focus on the free energy principle , active inference , and predictive coding frameworks. His work spans multiple disciplines including neuroimaging methodology , computational psychiatry , and cognitive neuroscience . Friston has developed statistical approaches like Statistical Parametric Mapping (SPM) that have become standard tools in brain imaging research worldwide. His theoretical contributions provide unifying frameworks for understanding perception, action, and consciousness from a computational perspective. Analysis of Friston's recent publications reveals continued innovation in applying mathematical frameworks to complex neuroscience questions. His work increasingly bridges theoretical neuroscience with clinical applications in psychiatry and expands into artificial intelligence, exploring how brain principles can inform machine learning. The articles demonstrate consistent development of the free energy principle across diverse domains from psychedelic drug action to climate change impacts on brain health. Minerva Golden Brain Award (2003) Fellow of the Royal Society (2006) Medal, Collège de France (2008) Honorary Doctorate from the University of York (2011) Fellow of the Society of Biology (2012) As Scientific Director of the Wellcome Trust Centre for Neuroimaging, Friston leads a major research program that has secured substantial funding from the Wellcome Trust and other major research bodies. His theoretical frameworks have generated numerous research projects worldwide, influencing both basic neuroscience and clinical applications. Friston's work has been particularly influential in precision psychiatry, where computational approaches are being applied to understand and treat mental disorders through frameworks like the 'Bayesian Dysconnections' model. Friston is based at the Wellcome Trust Centre for Neuroimaging at University College London, a leading institution for brain imaging research. His work involves extensive collaborations across multiple disciplines and institutions, bringing together neuroscientists, physicists, mathematicians, and clinicians to advance our understanding of brain function through advanced imaging and computational techniques.

Mark S. Seidenbergمشاهده پروفایل

استاد

• Language Acquisition
• Reading Skills
• Cognitive Psychology
• +۳ مورد دیگر

Mark S. Seidenberg is a Professor in the Department of Psychology at the University of Wisconsin-Madison, specializing in language acquisition and reading skills. His research bridges cognitive psychology, neuroscience, and educational practice, with particular focus on how humans learn to read and process language. Dr. Seidenberg's educational background includes a Ph.D. from Columbia University in New York. His research interests span language acquisition, reading development, cognitive neuroscience of language, and educational implications of reading science. His work has significantly influenced both theoretical understanding of reading processes and practical applications in education. His publication record shows consistent scholarly activity from the 1990s through 2022, with recent work examining gender representation in children's books, embodied semantics, and the science of reading. His research demonstrates a progression from foundational studies of word recognition and naming to broader investigations of reading science and its educational applications. Dr. Seidenberg has contributed to major scientific journals including Science, Psychological Science, Cerebral Cortex, and Journal of Experimental Psychology. His 2013 paper "The Science of Reading and Its Educational Implications" represents a significant synthesis of research in the field. His work connects cognitive psychology with educational practice, particularly in understanding reading development and disorders. The trajectory of his research shows increasing attention to practical applications of reading science in educational settings, as evidenced by publications like "Taking educational research to school" (2009) and "How should reading be taught?" (2002).

Roni Granotمشاهده پروفایل

استاد

• Music Cognition
• Music Psychology
• Neuroscience of Music
• +۵ مورد دیگر

Roni Granot is a Professor and Principal Investigator at the Department of Musicology, Hebrew University of Jerusalem, where they lead the Music Cognition Lab. With 61 publications and nearly 2,000 citations, Granot has established themselves as a prominent researcher in the interdisciplinary field connecting music with cognitive science, neuroscience, and psychology. Granot's research focuses on music cognition, particularly the psychological and neural mechanisms underlying emotional responses to music. Their work examines how musical elements like rhythm, melody, and structure influence listeners' emotional experiences, social bonding, and cognitive processing. Recent research has explored music's role in well-being during crises, such as the COVID-19 pandemic, investigating how individuals across different cultures use music to achieve emotional regulation and social connection. Analysis of Granot's publication record reveals a strong interdisciplinary approach combining neuroscience, psychology, and music theory. Their research demonstrates particular interest in predictive coding models of music perception, examining how listeners' expectations influence emotional responses. The work spans experimental studies using fMRI, behavioral experiments, and cross-cultural investigations, with significant contributions to understanding musical humor, social bonding through music, and the neural correlates of musical pleasure. As Principal Investigator of the Music Cognition Lab, Granot has fostered numerous international collaborations with researchers in neuroscience, psychology, and musicology. Their work has been cited by scholars across multiple disciplines, indicating significant impact in both music research and cognitive science communities.

Yves Rybarczykمشاهده پروفایل

استاد

• Human-Machine Interaction
• Telepresence and ownership
• Ergonomics
• +۱۰ مورد دیگر

Yves Rybarczyk is a Professor at Nova University of Lisbon (Portugal). He holds a PhD in NeuroRobotics from the University of Evry (France), awarded in 2004 for his work on modeling human-like behaviors to enhance Human-Robot Cooperation in teleoperation. His research focuses on Human-Machine Interaction, Robotics, and Serious Games applied to health and education. His group develops adaptive games for science education and assistive technologies for motor and cognitive disabilities. Education: PhD in NeuroRobotics, University of Evry (France), 2004. Research Interests: Telepresence, Ergonomics, and Sensorimotor Loop Assistive & Rehabilitation Technologies Robotics (Biologically-inspired, Animal-Robot Interaction) Serious Games and Embodied Cognition Professional Roles: Steering committee member of eNTERFACE workshops on Multimodal Interactions; reviewer for top journals/conferences. Projects & Outputs: Over 50 peer-reviewed articles, interactive educational/rehabilitation tools, and participation in national/international research projects.

Kenneth Marinoمشاهده پروفایل

استادیار

• Computer Vision
• Natural Language Processing
• Reinforcement Learning
• +۴ مورد دیگر

Dr. Kenneth Marino is a Research Scientist at DeepMind , set to join the University of Utah as an Assistant Professor at the Kahlert School of Computing in Fall 2025. He earned his PhD in Machine Learning from Carnegie Mellon University (funded by NDSEG and NSF GRFP fellowships) and completed his undergraduate studies in Computer Engineering with a minor in Computer Science at Georgia Tech . Dr. Marino's research focuses on the intersection of Computer Vision , Natural Language Processing , and Reinforcement Learning , with emphasis on: Multimodal agents operating on the web, in simulation, and in real-world environments Evaluating AI systems and creating high-impact datasets (e.g., A-OKVQA , OK-VQA ) Incorporating semantic knowledge into end-to-end learning frameworks Embodied reasoning through language-guided planners and neural reporters Language model distillation for agent supervision Human-AI collaboration to improve RL generalization His work has been published in top venues including ICML , NeurIPS , ECCV , CVPR , and ICLR , with recent trends emphasizing: Relational reasoning in LLMs Object-centric world modeling Continual learning for embodied agents Reporter neural networks for agent control Legal AI benchmarking (e.g., BriefMe ) Knowledge graph integration for visual classification Scientific recognition includes: NDSEG Fellowship NSF GRFP Fellowship He has served on the MLD PhD Admissions Committee and as an Area Chair for ECCV 2024 , with prior teaching experience at Columbia University (COMS 6998) and Carnegie Mellon University (16-824, 10-401).

• Body Image
• Social Media Impact
• Adolescent Development
• +۵ مورد دیگر

Dr. Amy Slater is an Associate Professor in the Centre for Appearance Research at the University of the West of England , affiliated with the HAS - Health and Social Sciences department. Her research focuses on body image in children and adolescents, particularly the role of sociocultural factors like media and social networking platforms. She investigates the impact of digital media—such as social media platforms like Facebook and Instagram—on body dissatisfaction and self-objectification, especially among pre-adolescent girls. Additional research interests include the premature sexualisation of girls and parenting influences on body image concerns. Dr. Slater holds a Ph.D. in Clinical Psychology from Flinders University (2006), with a thesis exploring gender differences in adolescent sport participation and body image. She collaborates with leading researchers such as Prof. Marika Tiggemann (Flinders University) and Prof. Susan Paxton (La Trobe University). Her work extends to developing psychological support and educational programs for individuals with visible differences, funded by the Vocational Training Charity Trust (VTCT) Foundation. Teaching: She leads the Psychology of Appearance and Embodiment module. Her research trends highlight a focus on social media's dual-edged impact, interventions to mitigate negative effects, and the intersection of media literacy with mental health outcomes. Recent studies emphasize subgroup analyses of social media users, longitudinal tracking of body image risks, and mixed-methods approaches for psychosocial needs assessment. Grants & Collaborations: Key projects include the VTCT Foundation-funded initiative on visible difference support and the SoMe social media literacy program for adolescents. She has explored interventions such as mindfulness-based therapies and cognitive micro-interventions to improve well-being. Labs/Teams: Active within the Centre for Appearance Research, focusing on translational research to address real-world appearance-related challenges in education, healthcare, and public policy.

Robin Zebrowskiمشاهده پروفایل

استاد

• 4E Cognition (Embodied, Embedded, Extended, Enactive)
• Artificial Intelligence Ethics
• Machine Consciousness
• +۳ مورد دیگر

Robin Zebrowski is a Professor and Chair of Cognitive Science at Beloit College, with joint appointments in Philosophy, Psychology, and Computer Science. She leads Beloit’s Cognitive Science program and teaches courses like Cyborg Brains and Hybrid Minds , emphasizing interdisciplinary approaches to embodiment and extended cognition. Her research focuses on 4E cognition (embodied, embedded, extended, enactive), AI ethics, and machine consciousness, often exploring how technology interfaces with human bodies and minds. She co-authored Great Philosophical Objections to Artificial Intelligence , which won the 2022 CHOICE Award. Zebrowski frequently speaks at conferences like IACAP and Robophilosophy, addressing topics like AI warfare and ethical AI design. She integrates hands-on learning via campus resources like the Logan Museum, offering students immersive experiences with technologies like atlatls and robotic prosthetics. Her work bridges philosophy, robotics, and neurotechnology, challenging assumptions about human-machine boundaries. Recent outreach includes media appearances on WPR and WORT discussing AI ethics and author lawsuits against OpenAI. She advocates for inclusive pedagogy, requiring students to engage with diverse materials across disciplines, including scientific articles and literary works like Ted Chiang’s short stories. Her courses emphasize critical thinking about identity, embodiment, and technology’s societal impact, supported by active learning strategies and museum collaborations.

Sarah Bergerمشاهده پروفایل

استاد

• Infant Development
• Cognitive Development
• Motor Learning
• +۳ مورد دیگر

Dr. Sarah Berger is a Full Professor at the College of Staten Island, CUNY. Her research focuses on infant development, particularly the interplay between motor skills, sleep, and cognitive processes. She leads the Child Development Lab, exploring how locomotion and postural control influence problem-solving and learning in infants. Her educational background includes a PhD and MA from New York University and a BA from the University of Texas. Notable awards include National Science Foundation grants (2020-2023, 2016-2021) and a Fulbright Research Fellowship (2010-2011). Research interests include cognition-action trade-offs, sleep's role in motor learning, and the impact of motor delays on learning. Collaborations involve Dr. Anat Scher (University of Haifa) on sleep and locomotion, and Dr. Regina Harbourne (Duquesne University) on postural control and motor interventions. She also partners with Nanit for sleep-motor development studies. Key findings highlight sleep's role in enhancing problem-solving after learning, and the cognitive demands of balancing during reaching tasks. Her work bridges developmental psychology, physical therapy, and neuroscience. Scientific Awards: NSF Awards (2020-2023, 2016-2021), Fulbright Fellowship Advising: Mentor to over 20 students in experimental and observational studies Labs/Teams: Child Development Lab, collaborations with NYU and Duquesne University

Rebecca Bamfordمشاهده پروفایل

استاد

• 19th Century Philosophy
• Post-Kantian European Philosophy
• Ethics
• +۶ مورد دیگر

Dr. Rebecca Bamford is a Professor of Philosophy at Queen's University Belfast, specializing in 19th-century post-Kantian European philosophy, particularly Nietzsche. Her work integrates feminist, decolonial, and disability justice perspectives. She holds editorial roles in Nietzsche-Studien and serves on the Friedrich Nietzsche Society's executive committee. Education: BA (Durham University), MA & PhD in Philosophy (Durham University). Postdoctoral Roles: Fellowships at Emory University and Rhodes University. Teaching: Leads modules on Applied Philosophy, Technology & Environment, and teaches early modern philosophy. Her research spans Nietzsche's aestheticism, experimentalism, and disability justice, with recent projects on mobility accessibility and physiotherapy ethics. She has authored/co-authored books like Nietzsche's Dawn and edited volumes on free spirit philosophy. Key Awards: Andrew Mellon Fellowship, Outstanding Faculty Scholar Award (Quinnipiac), and Royal Institute of Philosophy Bursary. She advises PhD students on Nietzsche, 19th-century philosophy, and applied ethics. Active in interdisciplinary initiatives, she chairs the Society for Phenomenology and Existential Philosophy's Book Selection Committee (2026-2028).

• Renaissance Literature
• Shakespeare Studies
• Early Modern Drama
• +۱۴ مورد دیگر

Dr Thomas Rist is a Senior Lecturer in the School of Language, Literature, Music and Visual Culture at the University of Aberdeen. He holds a BA and PhD, with academic training at The Shakespeare Institute, University of Birmingham. He has previously taught at Peterhouse, Cambridge, and the University of Tampere in Finland, before joining Aberdeen. His current role involves teaching and research in early modern English literature, with a focus on Shakespeare and Renaissance drama. His research centers on the interplay between literature, religion, and politics in the early modern period, particularly how themes of memory, commemoration, grief, and the cult of the dead are dramatized. He is deeply engaged in memory studies, hauntology, and the literary representation of the Virgin Mary and devotional practices. His work spans poetry, drama, and critical theory, with recent publications exploring Catholicism in literature and cognitive phenomena like confirmation bias within the humanities. His recent publications reveal a sustained scholarly trajectory in post-Reformation literary culture, devotional expression, and the emotional and theological dimensions of drama. He frequently publishes on Shakespearean catharsis, revenge tragedy, and the memorial arts, often drawing interdisciplinary connections between theology, philosophy, and literary form. His editorial work, such as on The Spanish Tragedy: A Critical Reader , demonstrates his leadership in the field. Dr Rist has authored and edited several books, including Revenge Tragedy and the Drama of Commemoration in Reforming England (2008) and The Arts of Remembrance in Early Modern England (2013, 2016). His articles appear in journals such as Shakespeare Survey , Early Modern Literary Studies , and Cahiers Elisabethains . He is currently active in publishing, with a 2025 monograph on Catholicism in literature. He welcomes research students interested in related areas. While no specific awards are listed, his consistent scholarly output and editorial roles indicate recognition in his field. He is not part-time, not retired, and remains an active faculty member.