جست‌وجوی استاد و پژوهشگر

Marc Lavoieمشاهده پروفایل

استاد

• Cognitive psychophysiology
• Tourette's syndrome
• Obsessive-compulsive disorders
• +۵ مورد دیگر

Marc Lavoie is a full Professor of Psychology and Mental Health in the Department of Human Sciences, Letters and Communication at TÉLUQ University (since May 2023), and a research professor of Psychiatry and Neuroscience at the University of Montréal. He serves as the founding director of the Cognitive and Social Psychophysiology Laboratory at the research center of the Institut Universitaire en Santé Mentale de Montréal (CR-IUSMM), where he also holds emeritus researcher status. His academic journey spans over 25 years with significant contributions to understanding neurophysiological aspects of movement and compulsive disorders. Bachelor of Psychology (Université de Moncton, 1985-89) Masters in Psycho-Education (Université de Montréal, 1990-92) Doctorate in Biomedical Sciences, Psychiatric Sciences option (Université de Montréal, 1993-97) Post-doctorate in Neuropsychology (Université de Montréal, 1997-99) Post-doctorate in Psychophysiology (Université de Lille, France, 1999-2000) Lavoie's research focuses on cognitive psychophysiology with particular emphasis on Tourette syndrome, obsessive-compulsive disorders, and body-focused repetitive behaviors. His work investigates physiological changes following treatment, emotional regulation processes, and brain imaging correlates of these conditions. He has pioneered research on the impacts of psychotherapies on brain activity in tic disorders, bridging clinical psychology with neuroscience. His laboratory examines the relationship between brain functions, behavior, and cognition in neurodevelopmental and habit disorders using psychophysiological methods including event-related potentials and quantitative EEG. Analysis of his recent publications (2022-2024) reveals a strong focus on electrophysiological markers of treatment response in tic disorders, gender differences in Tourette syndrome, and comparative neurophysiological studies across OCD spectrum disorders. His work increasingly integrates multimodal approaches examining both temporal ('when') and spatial ('where') aspects of neural processing in these conditions. 2019 Concours des mobilités académiques et scientifiques (Université de Lille, France) 2011 Top 10 des chercheurs de l'Université de Montréal les plus cités dans les médias en 2011 (8e rang) 2003 Chercheur-boursier Junior 1 (Fonds de recherche du Québec – Santé) 2002 Bourse de chercheur invité (Fondation Nationale Alfred Kastler, France) 2000 Concours Relève-Médecine 2000 (Fondation de Louis-H. Lafontaine) Over 25 years, Lavoie has supervised more than 80 students at all graduate and undergraduate levels in psychology, neuroscience, and psychiatry. His research has been supported by major funding bodies including the Canadian Institutes of Health Research (CIHR) and the Fonds de recherche du Québec. He collaborates extensively with the Center for Studies on Obsessive-Compulsive Disorders and Tics and the TICTACTO GÉ group at CR-IUSMM. His current projects include evaluating cognitive psychophysiological treatments for Tourette syndrome and investigating theta brain rhythms in emotional regulation among schizophrenia patients. Lavoie directs the Cognitive and Social Psychophysiology Laboratory at CR-IUSMM and serves as coordinator of the Neuroscience and Mental Health research axis. He also holds leadership roles including vice-president of the Research Ethics Committee, Mental Health Section of the CIUSSS de l'est-de-l'ile-de-Montréal. His laboratory continues to be a hub for interdisciplinary research bridging clinical practice with neuroscientific investigation of compulsive and tic disorders.

Kellyn Dailey Hallمشاهده پروفایل

استاد

• Dysphagia
• Cultural and Linguistic Diversity in Healthcare
• Medical Speech-Language Pathology
• +۵ مورد دیگر

Kellyn Dailey Hall, Ph.D., CCC-SLP, serves as a Professor in the Department of Communication Sciences and Disorders at North Carolina Central University's School of Education, leveraging over 30 years of clinical and academic expertise. She teaches graduate courses in medical speech-language pathology including Dysphagia and Neuroanatomy while directing student-led research initiatives. Her leadership extends to professional organizations as president of the North Carolina Speech-Language-Hearing Association and ASHA state advocate for Medicare policy, complemented by certifications in clinical competence, telepractice, and ACUE micro-credentials for online teaching excellence. Her educational foundation includes: Ph.D. from University of Illinois, Champaign-Urbana (1991) M.S. from Baylor University (1984) B.S. from Baylor University (1983) Dr. Hall's research pioneers culturally responsive approaches to dysphagia management in linguistically diverse populations, telepractice ethics, and interprofessional healthcare models. She investigates critical intersections between cultural competence and clinical practice across voice disorders, fluency, and neuroanatomy, with particular emphasis on reducing healthcare disparities through tailored assessment and intervention strategies that honor patient backgrounds. Analysis of her 2019-2023 publications reveals consistent thematic focus on dysphagia in multicultural contexts, ethical telepractice frameworks, and cognitive assessment in traumatic brain injury. Her work demonstrates methodological diversity through scoping reviews, clinical validations, and interprofessional case studies, all unified by a commitment to equitable care delivery. Notable contributions include culturally adapted dysphagia protocols and tele-ethics decision-making frameworks. As an active mentor, Dr. Hall directs student research projects and serves on editorial boards including the Journal of Communication Disorders. Her professional service encompasses leadership in the Dysphagia Research Society, National Foundation of Swallowing Disorders, and ASHA committees where she shapes policy through her Medicare advocacy role, though specific grant histories remain unspecified in available documentation.

Joanna Zinczuk-Zielaznaمشاهده پروفایل

مدرس

• Emotional expression
• Anxiety and coping styles
• Prosocial behaviors
• +۱ مورد دیگر

Dr. Joanna Zinczuk-Zielazna is a faculty member at Adam Mickiewicz University specializing in psychology. She serves as the Dean's Representative for Field Exercises, responsible for the organization and supervision of field exercises. Her academic work spans multiple areas of psychological research with a particular focus on emotional processes and coping mechanisms. Her primary research interests include: Emotional expression and recognition Anxiety and coping styles with threatening stimuli Prosocial and helpful behaviors Psychology of passion in academic contexts Dr. Zinczuk-Zielazna's research demonstrates a consistent focus on understanding emotional processing, particularly in social contexts with emphasis on women's experiences. Her work often combines subjective emotional assessments with objective measures like the Facial Action Coding System (FACS), which she mastered through certification from Professor Paul Ekman's Laboratory. She has developed expertise in comparing three distinct psychological profiles: high-anxiety individuals, low-anxiety individuals, and repressors. Her notable scientific achievement includes: Certificate from Professor Paul Ekman's Laboratory for mastery of Facial Action Coding System (FACS) Dr. Zinczuk-Zielazna has secured research funding through multiple projects, including a doctoral research project funded by the Ministry of Science and Information Technology (2005-2007) and a National Science Center project (2017-2018). She has been a member of the Polish Association of Social Psychology since 2009. In addition to her academic work, she serves as a psychotherapist at the INVENIO Psychodynamic Psychotherapy Center in Poznań, demonstrating her commitment to applying psychological knowledge in clinical practice. Her current research explores the relationships between types of passion for academic studies, self-construal, and the quality of peer relationships, based on Robert J. Vallerand's Dualistic Model of Passion. This work examines how emotions experienced during passionate activities might mediate these relationships.

• Developmental Psychology
• Child Language Acquisition
• Executive Function Development
• +۳ مورد دیگر

Dr. Kathryn Mason is a Research Fellow at University College London specializing in Language & Cognition within the Deafness Cognition and Language Research Centre (DCAL). She holds an honorary researcher position at the UCL Institute of Education and coordinates the Collaborative Social Science Domain Early Career Researcher Network. Her work bridges developmental psychology, cognitive science, and educational practice with focus on deaf and hearing children. Her educational background includes a Master of Science from the Open University (2009) and a Bachelor of Science from the University of Manchester (2004). She completed her doctoral research at DCAL, University College London, where she designed and evaluated school-based interventions targeting deaf children's executive function skills. Dr. Mason's research centers on language, literacy, and cognitive development in children, with particular expertise in deaf populations. She investigates how children acquire language, thinking, and problem-solving skills (executive functions), examining mechanisms that make certain activities effective for developmental support. Her work includes large-scale longitudinal studies such as the "Preschool Language and Literacy project" and "Understanding Reading Success," and explores the impact of music training on children's cognitive and social development. She has made significant contributions to understanding specific language impairments in deaf sign language users. Her publication record shows a strong focus on cognitive development in deaf children, with a notable emphasis on music-based interventions for enhancing executive functions (2018-2021). Her research spans multiple disciplines including developmental psychology, linguistics, cognitive science, and educational intervention design, often addressing practical applications for educational settings through rigorous experimental methodologies. Dr. Mason currently serves as a Postdoctoral Research Fellow on major longitudinal studies at DCAL and coordinates early career researcher networks. While specific grant details aren't provided in source materials, her involvement in large-scale projects indicates substantial research funding support. She has not published information about doctoral advisees in available materials. Her primary research affiliation is with DCAL at University College London, a leading center for deafness and sign language research. She collaborates extensively with the UCL Institute of Education and participates in interdisciplinary networks focused on social science research, working with psychologists, linguists, and education specialists to advance understanding of child development in diverse populations.

• Linguistics
• Speech-language pathology
• Voice disorders
• +۲ مورد دیگر

Bjarne Dammsbo Nissen serves as an External Lecturer in the Department of Nordic Studies and Linguistics at the University of Copenhagen, based at Emil Holms Kanal 2, 2300 Copenhagen S. His contact details include phone +4535336229 and email pwk258@hum.ku.dk. His academic profile centers on clinical linguistics, with specific expertise in voice and fluency disorders as evidenced by his teaching of the course "Voice and fluency disorders." This positions his research within speech-language pathology and clinical applications of linguistic theory, bridging theoretical linguistics and medical communication sciences. No scientific awards or advisory activities are documented in the available materials. Similarly, laboratory affiliations, research teams, and grant funding details remain unspecified in the current institutional profile.

• Speech-Language Pathology
• Voice Disorders
• Fluency Disorders
• +۲ مورد دیگر

Bo Steen Huniche serves as an External Lecturer in the Department of Nordic Studies and Linguistics at the University of Copenhagen, specializing in clinical instruction for the Audiologopedics (speech and language therapy) program. His role centers on teaching speech difficulties, voice disorders, and fluency disorders within this specialized curriculum. Research interests are clinically oriented, emphasizing Voice Disorders and Fluency Disorders (including stuttering management), alongside foundational Speech-Language Pathology principles. The departmental context within Nordic Studies suggests interdisciplinary applications of speech therapy in Scandinavian linguistic frameworks. No scientific awards, research grants, or student advising activities are documented in available sources. Laboratory affiliations or collaborative research teams are not referenced, indicating a primary focus on direct teaching within the Audiologopedics curriculum.

Julie A. Van Dykeمشاهده پروفایل

استاد مدعو

• Language Comprehension
• Reading Disorders
• Cognitive Neuroscience
• +۳ مورد دیگر

Dr. Julie A. Van Dyke serves as Senior Research Scientist and Vice President of Research and Strategic Initiatives at Haskins Laboratories, an independent research institute affiliated with Yale University and the University of Connecticut. She holds adjunct professorships at McMaster University and the City University of New York Graduate Center while maintaining affiliate status at UConn's CT Institute for Brain and Cognitive Sciences. Her NIH-funded research investigates neurocognitive mechanisms underlying language comprehension and reading disorders. Her educational background includes: Ph.D. in Cognitive Psychology from University of Pittsburgh M.Sc. in Computational Linguistics from Carnegie Mellon University Honors B.A. in Computer Science and Linguistics from University of Delaware Dr. Van Dyke's research centers on cue-based retrieval theory, examining how retrieval interference causes comprehension failures in both normative processing and clinical populations (dyslexia, ADHD, age-related decline). She pioneered the application of speed-accuracy tradeoff methodology to diagnose direct-access retrieval mechanisms and investigates individual differences in eye-movement control during reading. Her work bridges cognitive theory with clinical applications through machine learning classifiers for reading disability and fixation-related brain imaging of word-by-word processing. Analysis of her recent publications reveals consistent focus on retrieval interference mechanisms across multiple methodologies: eye-tracking studies establish individual skill factors in oculomotor control, neuroimaging work identifies neural correlates of interference resolution, and machine learning approaches develop diagnostic classifiers. Key trends include the role of predictive timing in fluency disorders and dissociation between grammatical vs. semantic interference effects. Her scientific recognition includes: NIH/NICHD Institutional Post-doctoral National Research Service Award NIH/NICHD Individual Post-doctoral National Research Service Award Dr. Van Dyke actively shapes her field through editorial roles as Associate Editor for Journal of Experimental Psychology: General and Section Editor for Language and Linguistics Compass. Her NIH-funded grants support collaborative projects with researchers including Victor Kuperman, Luca Campanelli, and Clint Johns, focusing on retrieval interference, reading disability mechanisms, and neural underpinnings of comprehension. Current initiatives integrate computational linguistics with cognitive neuroscience to model real-time processing during reading. As Vice President at Haskins Laboratories, she leads a multidisciplinary team utilizing eye-tracking, EEG, fMRI, and machine learning to investigate language processing. Her lab collaborates with the CT Institute for Brain and Cognitive Sciences and maintains strong ties with UConn's neuroscience community, with ongoing data collection for fixation-related brain imaging studies.

Urs Maurerمشاهده پروفایل

دانشیار

• Cognitive Neuroscience
• Language Processing
• Reading Acquisition
• +۴ مورد دیگر

Urs Maurer is an Associate Professor in the Department of Psychology at The Chinese University of Hong Kong. His office is located in Room 325, Sino Building. With a Ph.D. from the University of Zurich, Professor Maurer specializes in cognitive and neural aspects of language processing, with particular expertise in reading development and dyslexia. Education: Ph.D., University of Zurich Professor Maurer's research focuses on cognitive and neural aspects of spoken and written language processing, with special emphasis on reading acquisition, dyslexia, and second language learning. His work aims to use neural markers of language processing to inform screening and intervention practices for dyslexia. His methodology combines behavioral approaches with functional neuroimaging techniques, particularly EEG and fMRI, and he has pioneered work on combining EEG with eye tracking data for more comprehensive analysis of language processing. Analysis of Professor Maurer's recent publications (2021-2025) reveals a consistent focus on neural mechanisms underlying reading and language processing, with particular attention to dyslexia in Chinese-speaking populations. His work spans multiple methodologies including ERP studies, EEG-fMRI integration, and meta-analyses of reading interventions. A notable trend is his increasing focus on Chinese language processing, reflecting both the local context of his research at CUHK and the linguistic uniqueness of Chinese as a logographic writing system. Professor Maurer teaches PSYC2350 (Memory and Cognition) and PSYC5140 (Cognitive Psychology) across multiple academic years (2021-2025). His research appears to be conducted through the Cognitive Neuroscience of Language Laboratory, as indicated in the university's research infrastructure.

Patricia Pellegrinelloمشاهده پروفایل

مدرس ارشد

• Mental Health Nursing
• Nursing Education
• Problem-Based Learning
• +۱ مورد دیگر

Patricia Pellegrinello serves as a Senior Lecturer in Mental Health Nursing within the School of Nursing, Faculty of Health, Medicine and Social Care. With academic experience since 2019, she functions as a personal academic coach while leveraging prior NHS roles in criminal justice, crisis teams, and eating disorders services. Her educational background includes: Mental Health Nursing BSc (Hons), London South Bank University (2014-2017, 2.1) BA in Law, State University of Maringa, Brazil (2006, 2.1) Research centers on optimizing nursing education through problem-based learning methodologies and enhancing clinical learning environments. She investigates student experiences to reduce learning anxieties, improve theory-practice integration, and foster positive professional cultures during transitions to registered practice. As an educator, she has led modules including Research in Mental Health Nursing and Leading/Managing Interprofessional Care for BSc programs. During the pandemic, she provided specialized coaching for high-risk placement students and supervised third-year dissertations across nursing, midwifery, radiography, and paramedic science disciplines. Professional activities include NMC-compliant placement assessments, FHEA membership through Advance HE, and fluency in English/Portuguese.

Caroline Brinkertمشاهده پروفایل

مدرس

• Stuttering Therapy
• Fluency Disorders
• Speech-Language Pathology
• +۱ مورد دیگر

Caroline Brinkert serves as a Lecturer in the Department of Speech, Language & Hearing Sciences at Boston University and directs the Center for Stuttering Therapy. Her academic role focuses on clinical education and therapeutic services within speech-language pathology. Her research and clinical work centers on evidence-based stuttering interventions and fluency disorders management. As Director of the Center for Stuttering Therapy, she develops specialized treatment protocols and trains clinicians in contemporary stuttering therapy techniques, emphasizing client-centered care and neurodiversity-affirming practices. Dr. Brinkert oversees clinical operations at the Center for Stuttering Therapy, which provides direct treatment services while serving as a training ground for graduate students in speech-language pathology. The center integrates research with clinical practice to advance therapeutic approaches for diverse populations experiencing fluency disorders.

Shelley E. Scarpinoمشاهده پروفایل

دانشیار

• Speech-Language Pathology
• Bilingual Language Development
• Early Literacy
• +۳ مورد دیگر

Shelley E. Scarpino is Associate Professor of Speech-Language Pathology in the Department of Communication Sciences and Disorders at Bloomsburg University, serving as Director of Clinical Education and Coordinator for the Master of Science in Speech-Language Pathology Program. Her educational background includes: Ph.D. in Communication Sciences and Disorders from Pennsylvania State University M.S. in Speech Pathology and B.S. in Elementary Education from Bloomsburg University Dr. Scarpino's research centers on speech, language, and early literacy development in preschoolers, with specialized focus on Spanish-English bilingual children. She has developed assessment instruments including the Bilingual Phonological Assessment (BIPA) and Center for Early Care and Education Research, Dual Language Learners (CECER-DLL) questionnaires. Current projects include the Bilingual Assessment of Phonological Sensitivity (BAPS) and contralateral suppression studies in children with language impairment. Her scholarly work appears in the International Journal of Bilingual Education and Bilingualism, Journal of Speech-Language and Hearing Research, American Journal of Speech-Language Pathology, Journal of Research in Reading, and Bilingualism: Language and Cognition. Dr. Scarpino teaches undergraduate language development/disorders courses and graduate-level instruction in speech sound disorders, preschool/school-age language disorders, fluency disorders, and clinical methods. She has secured research funding from the Institute of Education Sciences (U.S. Department of Education) and Pennsylvania State System of Higher Education Faculty Professional Development Council.