جست‌وجوی استاد و پژوهشگر

Julien Musolinoمشاهده پروفایل

استاد

• Cognitive Science
• Developmental Psychology
• Linguistics
• +۴ مورد دیگر

Julien Musolino is a Professor at Rutgers University, holding dual appointments in the Department of Psychology and the Rutgers Center for Cognitive Science (RuCCS). He is also a member of the Philosophy Department's graduate faculty. His research explores the foundations of human cognition, focusing on language, rationality, agency, memory, and belief formation, with a particular interest in their societal implications. Musolino has been recognized with multiple teaching awards for his outreach efforts, and his work has been supported by NIH and NSF grants. Education: University of Geneva, Switzerland University of North Wales, Bangor, UK University of Maryland University of Pennsylvania Research Interests: Musolino's work bridges cognitive science, linguistics, and philosophy. Key areas include belief dynamics, temporal binding mechanisms, supernatural concept memorability, and the cognitive underpinnings of religious thought. He actively engages in public discourse through lectures, podcasts, and media appearances, addressing topics like free will and the intersection of science and society. Recent Activities: Recent talks include presentations to employment lawyers, physics students, and humanist networks. He debated theologian Brian Brock (2025) and participated in Swiss media interviews (2023). His research has been featured in leading journals and interdisciplinary conferences. Grants & Funding: NIH and NSF grants support his studies on belief formation, temporal binding, and cognitive science outreach. Labs/Teams: Affiliated with RuCCS and collaborates with interdisciplinary teams on projects like the memorability of supernatural concepts and rethinking temporal binding.

• Cognitive Psychology
• Implicit Memory
• Consciousness Studies
• +۳ مورد دیگر

Maryellen Hamilton, Ph.D., is a Professor & Chair of Psychology at Saint Peter's University. She directs the $3,800,000 Department of Education Title III STEM grant (SURGE), serves as secretary of the Faculty Senate, and holds leadership roles in the Eastern Psychological Association and AAUP. Her teaching philosophy emphasizes personalizing material through real-life examples to enhance student retention. Degrees: Ph.D. & M.A. from Stony Brook University; B.A. from Hofstra University Dr. Hamilton is a Cognitive Psychologist specializing in unconscious processes in memory and learning , with particular focus on bilingual populations. Her recent publications explore mindfulness meditation in education, memory encoding mechanisms, and agricultural applications of Brassicaceae seed meals, indicating interdisciplinary interests. Key research trends include: Age-related effects in implicit memory Conceptual distinctiveness in visual memory Language learning barriers for English language learners Technology integration in psychology education Scientific honors include George F Johnson, SJ Faculty Award AAUP Beatrice G. Konheim Award Psi Chi National Service Award Phi Beta Kappa membership She moderates Psi Chi , teaches courses like PS-350 Cognitive Processes and PS-420 History of Psychology, and previously chaired the SPU Institutional Examen. Her work bridges cognitive theory with practical applications in education and sustainable agriculture.

David Daniel-Ovidiuمشاهده پروفایل

استاد

• Cognitive Science
• Technological Approaches in Psychology
• Evidence-Based Psychotherapy
• +۴ مورد دیگر

David Daniel-Ovidiu is the Rector of Babeș-Bolyai University (since 2020) and a Professor of Clinical Cognitive Neurosciences. He holds adjunct roles at Icahn School of Medicine at Mount Sinai (USA) and directs research at the Albert Ellis Institute. His academic journey includes a PhD from Babeș-Bolyai University (1999) and postdoctoral training at Mount Sinai (2000-2002). His research focuses on cognitive mechanisms in mental health, evidence-based psychotherapy, and cross-cultural psychology. Education: PhD in Clinical Psychology (1999), postdoctoral specialization in Biobehavioral Medicine (2001), and clinical supervision certification from Albert Ellis Institute (2001). Research Interests: Integrating cognitive science into clinical practice, cognitive-behavioral therapies (CBT/REBT), and translational research in oncology and mental health. He pioneered studies on cognitive hypnotherapy and implicit/explicit memory roles in therapeutic outcomes. Key Contributions: Authored/co-authored over 100 articles and 35 books. Notable works include the first comparative ADHD treatment study and a landmark meta-analysis on REBT efficacy. His framework for evidence-based psychotherapy evaluation is internationally recognized. Honors: Knight of the National Order for Merit in Research (2008), Hilgard Award (2021), and Romania's Flacăra Science Award (2010). Leadership: Served as Vice-Rector for Research (2016-2020), advisor to Romania's Ministry of Education, and panel member for the European Research Council. Global Impact: Over 12,000 citations (Google Scholar), H-index 60, and contributions to policy-making in education and research.

Amanda Hickeyمشاهده پروفایل

مدرس

• Language Development
• Statistical Learning
• Disability Inclusion in Higher Education
• +۳ مورد دیگر

Amanda Hickey is a Lecturer in the Department of Psychology at the University of York. She holds a PhD from the University of York (2017-2022) and previously worked as a primary school teacher and Special Educational Needs educator in London (2009-2017). Her academic roles include GTA Coordinator, Chair of the Exceptional Circumstances Committee, and Co-ordinator of the York Global Summer School’s Neurodiversity module. She has earned a York Learning and Teaching Award (2018-2019) and is pursuing a Postgraduate Certificate in Academic Practise (2021-Present). Her research focuses on two core areas: 1) verbal language development through statistical learning mechanisms and 2) improving support systems for disabled students in higher education. Collaborations include work with the Sleep, Language and Memory (SLAM) Laboratory and the Developmental Research Group. Her teaching portfolio spans undergraduate courses on developmental disorders, cognitive development, and semantic aphasia, alongside supervising postgraduate research projects. Recent work explores how community-building and sense of belonging impact academic outcomes for disabled students, particularly through gendered lenses.

Kelly Goedertمشاهده پروفایل

استاد

• Cognitive Psychology
• Neuroscience
• Spatial Neglect Rehabilitation
• +۳ مورد دیگر

Kelly Goedert, Ph.D. is a Professor and Chair of the Department of Psychology at Seton Hall University. She holds a PhD in Cognitive Psychology from the University of Virginia (2001). Her research focuses on cognitive processes such as causal inference, spatial neglect rehabilitation, and educational pedagogy. She has authored/co-authored textbooks including Essentials of Statistics for the Behavioral Sciences (2024) and contributed to influential works on transformative teaching methods and statistical reasoning integration. Her research interests span cognitive psychology, neuropsychology, and educational strategies. Key areas include spatial neglect treatment mechanisms, causal judgment formation, and the application of statistical methods in behavioral sciences. She has investigated topics like prism adaptation effects on motor-intentional biases and the neurocognitive underpinnings of spatial neglect recovery. Recent grants include funding for projects like Essential Cognitive Science for Ethical and Effective Data Visualization (2023) and a cross-disciplinary study on speech production using fNIRS (2022). She actively presents at conferences such as the Annual Conference on the Teaching of Psychology and the Eastern Psychological Association meetings, focusing on open science practices and innovative teaching tools. Her work bridges clinical neuropsychology and academic pedagogy, emphasizing evidence-based interventions and curriculum development. Collaborations with colleagues like Dr. Nolan and Dr. Barrett highlight her role in advancing both theoretical and applied aspects of cognitive science.

Marie-Josee Bissonمشاهده پروفایل

مدرس ارشد

• Psycholinguistics
• First and Second Language Acquisition
• Implicit and Explicit Learning
• +۱۳ مورد دیگر

Dr. Marie-Josee Bisson is a Senior Lecturer in Psychology at De Montfort University, affiliated with the School of Applied Social Sciences within the Faculty of Health and Life Sciences. She leads the Language Lab and is a member of the Institute for Psychological Sciences and the Cognition and Neurosciences Research Cluster. Her research integrates cognitive psychology, psycholinguistics, and educational science. Her research interests focus on first and second language acquisition , implicit and explicit learning , bilingualism , mathematical cognition , and individual differences in learning . She employs advanced methodologies such as eye-tracking , EEG , and comparative judgement to investigate how people learn languages and mathematical concepts. A key theme in her work is the role of incidental exposure in vocabulary acquisition and the cognitive and affective predictors of learning success. She also explores the consolidation of mathematical knowledge through sleep . The most recent publications reveal a strong interdisciplinary trend, bridging language learning and mathematics education , with a recurring emphasis on conceptual understanding , assessment innovation , and cognitive mechanisms such as working memory and orthographic processing. Her work frequently involves randomised controlled trials and experimental designs . She has received the Janet Duffin Award (2020) for her impactful research in mathematics education. Other professional recognitions include membership in the Experimental Psychology Society and serving on the editorial board of the Journal of Cognitive Psychology . Dr. Bisson supervises PhD students, including Josef Toon , and has secured multiple research grants as Principal Investigator, such as the Language Learning Early Career Research Grant and the British Academy Talent Development Award . She also leads the Language Scientists Podcast , promoting public engagement in language research. Her internally and externally funded projects focus on heritage language learning, digital outreach, and multilingual development. She is actively involved in research teams including the Language Lab , Institute for Psychological Sciences , and Cognition and Neurosciences Research Cluster , fostering interdisciplinary collaboration in cognitive science.

• Metacognition
• Consciousness Studies
• Cognitive Psychology
• +۲ مورد دیگر

Marta Siedlecka is a research-active academic at Jagiellonian University's Faculty of Philosophy, Institute of Psychology, Department of Experimental Psychology. She holds a doctoral degree and serves as Vice-Chairwoman of the Professor Jerzy Perzanowski Award Committee. Her research spans metacognition and consciousness from a cognitive perspective, with strong emphasis on methodology and metascience. Key focus areas include: Metacognitive monitoring and regulation processes Confidence judgments in perceptual and memory tasks Motor response influences on awareness and decision-making Methodological frameworks for metacognitive research Visual metacognition standardization efforts Analysis of her recent publications (2016-2025) reveals consistent focus on metacognitive processes across perceptual, memory, and decision-making domains. Her work frequently employs Bayesian modeling, signal detection theory, and illusion paradigms (e.g., Rubber Hand Illusion) to investigate consciousness mechanisms. A notable trend is the exploration of action-perception feedback loops and confidence calibration. Dr. Siedlecka has secured substantial research funding through competitive grants: National Science Centre: "The Dual Function of Metacognition" (2021-2025) National Science Centre: "Metacognition and Cognitive Control" (2018-2022) Ministry of Science: "Intuition and affect in problem-solving" (2011-2013) She actively contributes to the academic community through committee leadership and maintains research activities while working remotely.

Paul Duxمشاهده پروفایل

استاد

• Cognitive Psychology
• Neuroscience
• Attention
• +۹ مورد دیگر

Professor Paul Dux is a leading cognitive neuroscientist and Professor in the School of Psychology at The University of Queensland, where he also serves as Deputy Head of School (Research). He leads the Queensland Attention & Control Lab (QACL), focusing on the neural and cognitive mechanisms underlying human information processing, attention, executive function, and the impact of brain stimulation and cognitive training. His research integrates advanced neuroimaging, neurostimulation (e.g., tDCS), and behavioral paradigms to explore performance enhancement and rehabilitation in both healthy individuals and those with brain injury. PhD, Macquarie University Postdoctoral Fellowship, Vanderbilt University Faculty Member, School of Psychology, The University of Queensland (since 2009) His research interests center on cognitive limitations, attentional bottlenecks, metacognition, decision-making, and neuroplasticity. He investigates how brain stimulation (particularly tDCS) and cognitive training can alter neural circuits to improve cognitive performance, with applications in education, rehabilitation, and military settings. His work often explores neurochemical predictors (e.g., GABA, glutamate) of learning and the causal role of brain regions using stimulation techniques. His recent publications (2024–2025) reveal a strong focus on mind wandering, decision-making, adolescent metacognition, and the safety and efficacy of at-home tDCS in pediatric populations. Key themes include the neural substrates of cognitive control, the role of dopamine in learning, and the use of neurofeedback and brain stimulation to enhance attention and transfer of training. His work frequently employs multimodal methods, including fMRI, EEG, MRS, and behavioral testing. Professor Dux has secured substantial funding from the Australian Research Council (ARC) and the National Health and Medical Research Council (NHMRC), supporting projects such as real-time neurofeedback for attention enhancement and cognitive augmentation via training and brain stimulation. He is actively involved in supervision, mentoring numerous PhD and honors students. He has supervised and collaborated with a wide range of students and researchers, including Drs. Hannah Filmer, Jason Mattingley, Li-Ann Leow, and Shane Ehrhardt. His lab fosters interdisciplinary research in cognitive neuroscience, developmental psychology, and clinical applications. Professor Dux leads the Queensland Attention & Control Lab (QACL), a dynamic research group investigating the limits of human cognition. The lab combines behavioral experiments, neuroimaging, and non-invasive brain stimulation to understand and enhance cognitive performance across the lifespan.

Lillian Parkمشاهده پروفایل

دانشیار

• Cognitive Psychology
• Memory Studies
• Cognitive Neuroscience
• +۳ مورد دیگر

Lillian Park is an Associate Professor in the Department of Psychology at SUNY Old Westbury, within the School of Arts and Sciences. Her academic role includes teaching courses ranging from introductory psychology to advanced research methods and neuropsychology. She holds a Ph.D. and B.A. in Psychology from the University of California, Berkeley (2005 and 1999, respectively), followed by a postdoctoral fellowship at the Rotman Research Institute in Toronto (2005–2008) and a Teaching Fellow position at NY-St. Petersburg Institute of Linguistics, Cognition, and Culture (2013). Her research focuses on memory mechanisms, autobiographical narratives, recollection processes, and the role of the hippocampus in cognitive functions. Key projects include studies on false memory, neuropsychological assessment of memory disorders, and the impact of educational strategies on learning outcomes. She has published extensively in journals like Journal of Cognitive Neuroscience and Scholarship of Teaching and Learning in Psychology , and presented at conferences including the Association for Psychological Science and the Psychonomic Society. Dr. Park’s work also addresses pedagogical innovations, such as virtual laboratory instruction and teaching during the pandemic. Her publications reflect interdisciplinary interests in cognitive science, neuroscience, and education, with a focus on bridging theory and practical applications in both clinical and academic settings.

Elizabeth Wonnacottمشاهده پروفایل

استاد

• Language Acquisition
• Statistical Learning
• Educational Linguistics
• +۳ مورد دیگر

Elizabeth Wonnacott is a Professor of Language Science at the University of Oxford’s Department of Education. Previously, she held positions as an Associate Professor at UCL’s Division of Language Sciences and an Assistant Professor in Psychology at the University of Warwick. Her academic journey includes a Junior Research Fellowship at Linacre College, Oxford, and degrees in Linguistics and Artificial Intelligence (University of Edinburgh) and Brain and Cognitive Sciences (University of Rochester). Her research focuses on human language learning mechanisms, particularly statistical learning processes in first and second language acquisition. Key interests include naturalistic versus classroom-based learning, educational implications for language teaching, literacy development, and discriminative learning theories. She explores how variability in input influences learning outcomes, with recent work supported by a Leverhulme Trust grant examining discriminative linguistics. Dr. Wonnacott teaches on the MSc in Applied Linguistics and Second Language Acquisition and the MSc in Applied Linguistics for Language Teaching. She supervises doctoral students interested in statistical learning, age-related differences, implicit vs. explicit learning, and computational modeling of language acquisition. Her work is centered at the Language Learning Lab , where she investigates topics like phonetic training, multi-word unit learning, and the role of iconicity in language development. Her research bridges cognitive science, linguistics, and education, emphasizing experimental and computational approaches to understanding language acquisition.

Rasmus Steinkraussمشاهده پروفایل

استادیار

• Applied Linguistics
• Language Development (L1/L2)
• Cognitive Linguistics
• +۵ مورد دیگر

Rasmus Steinkrauss is an Assistant Professor at the University of Groningen, affiliated with the Faculty of Arts and the Department of English Linguistics / German Literature and Culture . He serves as Programme coordinator for the MA-track Applied Linguistics, Board member (Treasurer) of the International Association of Applied Linguistics (AILA), and Co-Editor of the Dutch Journal of Applied Linguistics . His research focuses on language development (L1/L2), usage-based and cognitive linguistics methodologies, bilingual/multilingual learning trajectories, and educational assessment strategies. Key projects include studies on international adoption's impact on language development and language instruction in plurilingual settings. Dr. Steinkrauss teaches courses in applied linguistics, language learning, and research methods at both bachelor's and master's levels. His work emphasizes dynamic system theory and its application to language acquisition, including analyses of syntactic/lexical complexity and teaching approaches. He has organized international conferences such as the 19th AILA World Congress and actively collaborates with institutions like the University of Jyväskylä. His address is at Oude Kijk in 't Jatstraat 26, Room 1315.288, Groningen, Netherlands. Research Contributions: Over 37 publications, including works on open access publishing challenges, L2 fluency measures, and translanguaging in heritage language classes. Supervised Students: Co-promoted 8 PhD candidates focusing on topics like multilingualism, language attrition, and instructional methodologies. Projects: Leaded projects on language development in international adoptees, early English learning in plurilingual contexts, and Finnish L2 acquisition dynamics.

Constantine Sedikidesمشاهده پروفایل

استاد

• Self-Evaluation Motives
• Social Psychology
• Personality Psychology
• +۵ مورد دیگر

Professor Constantine Sedikides is a faculty member in the Psychology Department at the University of Southampton, holding the position of Professor of Social and Personality Psychology. His research centers on self-evaluation processes and identity dynamics within social contexts. His primary research interests include: Self-evaluation motives (self-enhancement, self-protection, self-improvement) Cultural influences on self-perception Narcissism and its subtypes Implicit/explicit self-protective strategies The self in relational and organizational contexts Nostalgia and authenticity mechanisms As a member of the Centre for Research on Self and Identity, his work bridges theoretical frameworks with empirical investigations into human motivation. Analysis of his 2025 publications reveals dominant trends in narcissism subtypes (particularly communal narcissism), nostalgia's role in emotional regulation and organizational behavior, and the interplay between self-integrity and authenticity. His research increasingly integrates cross-cultural perspectives with neuroaffective mechanisms, showing strong interdisciplinary connections between social psychology, organizational behavior, and cognitive neuroscience. Professor Sedikides actively collaborates on major research projects including ESRC-funded work on identity change barriers and John Templeton Foundation research on intellectual arrogance, demonstrating sustained engagement with significant theoretical questions in personality science.

Nadia Mifka-Profozicمشاهده پروفایل

مدرس ارشد

• Second Language Acquisition
• Language Pedagogy
• Corrective Feedback
• +۵ مورد دیگر

Nadia Mifka-Profozic is a Senior Lecturer in the Department of Education at the University of York, UK. She joined the department in 2014 after lecturing at the University of Zadar (Croatia) and teaching at the University of Auckland (New Zealand). Her academic background includes a PhD in Applied Linguistics from the University of Auckland (2012), a Master’s in TESOL, and a Cambridge CELTA qualification. Education: PhD (Applied Linguistics, University of Auckland), MA (TESOL, University of Auckland), BA (Comparative Literature and English, University of Zagreb) Her research focuses on second language acquisition (SLA) and its pedagogical applications, particularly examining the role of input, interaction, and corrective feedback in classroom settings. She explores how cognitive factors like language aptitude, analytic ability, and working memory influence L2 learning, with recent work analyzing English modal verb processing using self-paced reading tasks. She has presented at major international conferences including AILA (2017), EuroSLA (2015, 2023), and Georgetown University Round Table (2012). Her scientific awards include two New Zealand Ministry of Education Teacher Awards and recognition from the French Embassy in New Zealand. As a member of the Centre for Research in Language Learning and Use (University of York) and organizations like BAAL and EuroSLA, she contributes to applied linguistics research. She is currently accepting PhD students and actively participates in invited talks and editorial reviews.

• Second Language Acquisition
• Content-Based Instruction (CBI)
• Language Aptitude
• +۳ مورد دیگر

Şebnem Yalçın is an Associate Professor at the Department of Foreign Language Education, Faculty of Education, Boğaziçi University. Her research focuses on second language acquisition, content-based instruction, and cognitive factors influencing language learning. She holds a Ph.D. from the Ontario Institute for Studies in Education (University of Toronto), with prior degrees from Boğaziçi University. Her work explores language aptitude, working memory, and instructional methods in EFL contexts. Notable projects include examining the role of working memory in defining foreign language aptitude and validating language aptitude tests. She has presented at major conferences such as EUROSLA and AAAL, addressing topics like grammatical complexity, identity in learning, and curriculum design. Yalçın has received grants from Boğaziçi University and the Social Sciences and Humanities Research Council of Canada. Her teaching focuses on TESOL methodology, language awareness, and research skills. She has organized national and international academic events, contributing to professional development in applied linguistics and foreign language education.

• Linguistics
• Cognitive Science
• Implicit Learning
• +۴ مورد دیگر

Patrick Rebuschat is a Professor of Linguistics and Cognitive Science at Lancaster University, serving as Director of Internationalization in the Faculty of Arts and Social Sciences. He holds additional roles as Distinguished International Professor at the University of Tübingen and Director of the Heritage Language 2 Consortium (HL2C). He co-directs the Lancaster Language Learning Lab (4L) and coordinates the NOVA Lancaster partnership. His research focuses on the cognitive mechanisms underlying language learning, emphasizing implicit learning, statistical learning, heritage language bilingualism, and second language acquisition. He received his PhD from the University of Cambridge and BA from the University of Lisbon, with prior teaching stints at institutions like Harvard and Georgetown University. Research interests include studying how the mind and brain process novel languages, particularly through implicit and statistical learning paradigms. Key topics include individual differences in learning, explicit knowledge’s impact on implicit learning, and the role of frequency in acquisition. His work bridges experimental psychology, computational modeling, and applied linguistics. Recent publications highlight advancements in understanding cross-situational learning, heritage language dynamics, and statistical learning across ages. His collaborative projects, such as HL2C and NOVA Lancaster, aim to advance multilingualism research and education. Supervision focuses on six core questions addressing learning mechanisms, measurement, and neural representation of language knowledge. Rebuschat’s affiliations include leadership roles in research groups like SLLAT and participation in global initiatives like the Camões Institute Chair for Multilingualism. His outreach efforts, such as Native Explorers, promote science and multilingualism among diverse communities.