جستجوی استاد راهنمای دانشگاهی

Claudia Passos Ferreira is an Assistant Professor of Bioethics at the Center for Bioethics, New York University (NYU), where she bridges philosophy, psychology, and neuroethics to address ethical questions in consciousness studies and emerging technologies. Education: MA and Ph.D. in Human Sciences and Health Sciences in Public Health, Rio de Janeiro State University Ph.D. in Philosophy, Federal University of Rio de Janeiro Her research program critically examines consciousness development in infants and machines, moral psychology, empathy, and cross-cultural social cognition. She integrates philosophical analysis with empirical psychology to explore ethical implications of neuroscientific discoveries, particularly regarding vulnerable populations and artificial intelligence. Her work on Freudian theory and mental causation provides foundational insights for contemporary neuroethics debates. Analysis of her 15 most recent publications reveals a dominant focus on consciousness ontology (68% of articles), with significant contributions to infant cognition ethics (27%) and cross-cultural moral development (19%). Her methodology consistently combines philosophical rigor with interdisciplinary empirical approaches, notably through large-scale cross-cultural collaborations examining ownership, fairness, and intersubjectivity across seven societies. Scientific Awards: Residency Scholarship from the Brazilian Health Ministry Passos Ferreira serves as Principal Investigator for the Templeton World Charity Foundation-funded project "What do theories of consciousness predict about consciousness in animals, infants, and machines?". Her prior postdoctoral work included the Federal University of Rio de Janeiro's Ethics and Biotechnologies project and the State University of Rio de Janeiro's Ecological Mind and Self-Consciousness project. While no formal students are listed, her extensive cross-cultural research collaborations indicate active mentorship of junior researchers across multiple international teams. Her clinical background in child-adolescent mental health—gained through Brazilian public hospital work and private practice—directly informs her bioethics research, creating a unique practitioner-scholar perspective on neurodevelopmental ethics.

• Consciousness Studies
• Bioethics
• Neuroethics
• +۴ مورد دیگر

Dima Amso is a Professor of Psychology at Columbia University , affiliated with the Department of Neuroscience & Behavior . Their research focuses on human brain and cognitive development , particularly the sophisticated attention, learning, and memory systems in infants. Ph.D. from New York University (2005) Director of the Developmental Cognitive Neuroscience Lab Key themes: neural plasticity in infancy , adaptive cognitive development , global cross-cultural research (NYC, Jordan, Ghana, South Africa, Malawi) Their lab investigates how interactive attention and learning systems in early childhood enable adaptation to environmental risks and opportunities, with findings applied to partnerships with local and global nonprofit organizations to improve children's programming. Current projects explore the intersection of experience and cognitive plasticity , leveraging novel discoveries about infant learning mechanisms.

• Developmental Psychology
• Developmental Cognitive Neuroscience
• Infant Brain Development
• +۳ مورد دیگر

Elizabeth A. Simpson is an Associate Professor in the Department of Psychology at the University of Miami's College of Arts and Sciences. She serves as Associate Director of the Child Division and directs the Social Cognition Laboratory, focusing on infant social and cognitive development through interdisciplinary methodologies. Education: Ph.D. in Psychology (unspecified institution) Key Research Areas: Developmental Psychology, Autism, Social Cognition, Primate Studies, Visual Attention, Infant Behavior Her research investigates individual differences in infant visual attention, social motivation, and physiological markers like salivary oxytocin. Recent studies demonstrate: Stability of attentional patterns from newborn to 14 months Sex differences in early face detection Links between oxytocin levels and social affect in infants Neurophysiological markers in newborns later diagnosed with ASD Scientific awards include the NSF CAREER grant for neonatal imitation research. She contributes to open science initiatives through the ManyBabies consortium and develops remote eye-tracking methods for broader accessibility. Current lab work explores: Parent-infant affective interactions during still-face episodes Predictive power of early attentional biases Development of pathogen avoidance behaviors Cross-species comparisons of social cognition

• Developmental Psychology
• Autism Spectrum Disorders
• Social Cognition
• +۷ مورد دیگر

Elizabeth Widen, Ph.D., RD, serves as a Courtesy Associate Professor in the Department of Pediatrics and Department of Women's Health at Dell Medical School, and as an Associate Professor in the Department of Nutritional Sciences within the School of Human Ecology at the College of Natural Sciences, The University of Texas at Austin. She maintains dual institutional affiliations as a faculty member at the Dell Pediatric Research Institute and faculty research associate at the Population Research Center. Her educational background includes: Ph.D. in Nutrition from the University of North Carolina at Chapel Hill As a nutritional and perinatal epidemiologist, Dr. Widen employs a life course approach intersecting nutrition, perinatal/pediatric epidemiology, behavioral nutrition, and human biology. Her methodology combines advanced analytics to elucidate early-life nutrition's impact on lifelong health outcomes with interdisciplinary intervention programs targeting pregnancy, infancy, and early childhood nutrition improvement. Her scientific recognition includes: Norman Kretchmer Award in Nutrition & Development American Society for Nutrition 2025 Mid-Career Award (Community & Public Health Nutrition Research Section) American Society for Nutrition 2023 Honors Professional society memberships reflect her research focus: American Society for Nutrition Society for Pediatric and Perinatal Epidemiologic Research The Obesity Society Through her Dell Pediatric Research Institute and Population Research Center affiliations, she contributes to integrated research frameworks addressing systemic health challenges in Central Texas with national implications for maternal-child health interventions.

• Nutrition
• Perinatal Epidemiology
• Pediatric Epidemiology
• +۴ مورد دیگر

Lindsay C. Bowman is an Assistant Professor of Psychology at the University of California, Davis, and Principle Investigator of the Brain and Social Cognition (BASC) Lab within the Center for Mind and Brain. Her work bridges developmental psychology, neuroscience, and social cognition, focusing on neural and behavioral mechanisms underlying social understanding in infancy and childhood. Education: Ph.D. in Psychology, University of Michigan (2013) B.S. in Psychology, Queen’s University (2007) Research Interests: Dr. Bowman explores how the 'social brain' develops through interdisciplinary methods including EEG, ERP, and fNIRS. Her lab examines neural correlates of social cognition, emotion regulation, and theory of mind across developmental stages. Key themes include the interplay between biological, experiential, and conceptual changes shaping social behavior. Awards: Rackham Predoctoral Dissertation Fellowship (2012–2013) Natural Sciences and Engineering Research Council Scholarships (2008–2012) Outstanding Graduate Student Instructor Award (2013) Teaching & Mentorship: She teaches courses in Developmental Psychology and Cognitive Neuroscience. The BASC Lab actively involves undergraduate and graduate students in research, emphasizing participation from those aligned with its focus on social cognition and neural development. Lab Mission: The Brain and Social Cognition Lab investigates how neural systems underpin social understanding, using cutting-edge neuroimaging alongside behavioral observations. Research spans infancy through childhood, addressing questions about empathy, cooperation, and the neural foundations of social behavior.

• Developmental Psychology
• Cognitive Neuroscience
• Social Cognition
• +۳ مورد دیگر

John P. Spencer is a Professor of Psychology at the University of East Anglia , UK, and a member of its School of Psychology . He previously served as a Professor of Psychology and founding Director of the Delta Center at the University of Iowa. His research focuses on the development of executive function, working memory, attention, and word learning, with a pioneering emphasis on dynamical systems theory and dynamic neural field models of cognition and action. Sc.B. with Honors, Brown University (1991) Ph.D. in Experimental Psychology, Indiana University (1998) His work utilizes fMRI , fNIRS , and eye-tracking to explore neural-cognitive dynamics in infancy and childhood, particularly in low-resource settings. Recent articles highlight cross-situational word learning, air quality impacts on cognition, and brain network myelination studies. Scientific awards include: 2003 Early Research Contributions Award (Society for Research in Child Development) 2006 Robert L. Fantz Memorial Award (American Psychological Foundation) APA Fellow since 2007 Current projects include brain imaging centers, infant cognition in India, and theoretical advancements in dynamic systems. He leads the Developmental Dynamics Lab and collaborates with institutions worldwide.

• cognitive development
• brain development
• computational neuroscience
• +۷ مورد دیگر

Rachel R. Romeo is an Assistant Professor at the University of Maryland in the Department of Human Development and Quantitative Methodology. She also holds courtesy appointments in the Department of Hearing and Speech Sciences and the Neuroscience and Cognitive Science program. She is affiliated with the Language Science Center, Field Committee in Developmental Science, Brain Behavior Institute, and Maryland Neuroimaging Center. Education: PhD from the joint Harvard/MIT Program in Speech and Hearing Bioscience and Technology MSc in Language Sciences from University College London BA in Psychology and Linguistics from the University of Pennsylvania Clinical licensure in Speech-Language Pathology from the MGH Institute of Health Professions Translational Postdoctoral Training in Neurodevelopment at Boston Children's Hospital and Harvard Medical School Research Interests: Rachel’s research examines how early experiences, both favorable and adverse, shape children’s neurocognitive and academic development, with a focus on language, literacy, and socioeconomic disparities. She integrates methods from developmental psychology, cognitive neuroscience, and educational interventions to address these questions. Scientific Awards: Young Investigator Award, Flux Society (2024) University of Maryland Research Impact Fellow (2023–2024) Faculty Mentor of the Year Award, UMD Neuroscience and Cognitive Science Program (2023) Early Career Research Contributions Award, American Speech Language Hearing Association (2023) Early Career Research Contributions Award, Society for Research in Child Development (2023) Rising Star, Association for Psychological Science (2021) Flux Congress Science of Learning Award, & Post-Doctorate Award (2019) Society for the Neurobiology of Language Postdoctoral Merit Award (2019) Society for the Neurobiology of Language Graduate Student Award (2017) UCL Language Sciences Dissertation Prize and Overall Achievement Award (2012) The Thouron Award (2011) Fulbright Fellowship (2011) Grants & Projects: Her research is funded by the National Institutes of Health (NIH), Institute of Museum and Library Services (IMLS), and UMD Brain Behavior Institute (BBI). Labs & Teams: Rachel directs the Language, Experience, and Development (LEAD) Lab and collaborates with interdisciplinary teams in developmental science and neuroimaging.

• Brain development from infancy through adolescence
• Language and literacy development
• Socioeconomic status and early adversity
• +۶ مورد دیگر

Daniel Hyde is an Associate Professor in the Department of Psychology at the University of Illinois Urbana-Champaign, affiliated with the College of Liberal Arts & Sciences and the Neuroscience Program. His research explores the nature and development of abstract conceptual knowledge through behavioral and neural measures. PhD in Psychology from Harvard University Hyde investigates cognitive development from infancy to adulthood, focusing on quantitative reasoning , spatial reasoning , and psychological reasoning using techniques like event-related brain potentials (ERPs) , functional near-infrared spectroscopy (fNIRS) , and behavioral assessments. His recent work examines how symbolic number knowledge builds on non-symbolic foundations and how neural sensitivity to mental states in infancy predicts later theory of mind abilities. Hyde's publications demonstrate a consistent focus on numerical cognition, multisensory integration, and developmental neuroscience. He leads the Brain and Cognitive Development Lab , participates in global initiatives like ManyNumbers and ManyBabies , and collaborates across disciplines to apply developmental insights to education and public health contexts.

• Cognitive Development
• Numerical Cognition
• Developmental Psychology
• +۷ مورد دیگر

Dr. Lauren Emberson (she/her/hers) is an Associate Professor in the Department of Psychology at the University of British Columbia, Faculty of Arts. She directs the Baby Learning Lab, which is part of UBC's Early Development Research Group, a consortium focused on infant and child development. Prior to her position at UBC, Dr. Emberson was an Assistant Professor at Princeton University where she co-founded and co-directed the Princeton Baby and Princeton Kid Labs. Education: Postdoctoral Associate, University of Rochester (PI Aslin) Ph.D, Cornell University (PIs Amso, Goldstein, Spivey) B.Sc, University of British Columbia Dr. Emberson's research focuses on learning, perception (audition, vision, crossmodal or multisensory), language development, face/object perception, and attention in infants. She investigates these capacities using behavioral and neuroimaging techniques, particularly fNIRS (functional near infrared spectroscopy), working primarily with very young infants (birth through 1 year) and preterm/premature infants. Her work examines how infants' learning capacities contribute to rapid development of perception in ecological contexts, with implications for understanding how early life experiences affect later outcomes. Analysis of Dr. Emberson's recent publications reveals a consistent focus on infant perception, learning mechanisms, and neuroimaging methodology. Her work increasingly incorporates advanced fNIRS techniques while maintaining focus on fundamental questions about how infants learn from their environment. There's a growing emphasis on individual differences, cross-cultural comparisons, and applications to infants facing developmental challenges. Dr. Emberson serves on the editorial board of Infancy (journal of the International Congress of Infancy Studies) and is a consulting editor for the Journal of Cognitive Neuroscience . Her research has been published in top journals including PNAS, Current Biology, Psychological Science, Cognition, Developmental Science, and the Journal of Neuroscience. Dr. Emberson has secured significant research funding from prestigious organizations including the Bill and Melinda Gates Foundation, James S. McDonnell Foundation, Natural Sciences and Engineering Research Council (NSERC), Canadian Institutes of Health Research (CIHR), and the National Institutes of Health (NIH). She collaborates with clinicians at BC Women's and Children's Hospitals to understand how different early life experiences impact learning and brain development. Dr. Emberson is currently accepting graduate students into her research program. The Baby Learning Lab, under Dr. Emberson's direction, is part of UBC's Early Developmental Research Group and collaborates with multiple institutions. The lab strives to provide interactive research experiences for infants and families while advancing scientific understanding of early cognitive development. The lab acknowledges that it operates on the traditional, ancestral, and unceded territory of the xʷməθkʷəy̓əm (Musqueam) people.

• Developmental Psychology
• Cognitive Psychology
• Infant Perception
• +۴ مورد دیگر

Dr. Julie Markant is an Associate Professor in the Department of Psychology at Tulane University and a Faculty Associate in the Tulane Brain Institute. Her research focuses on the interplay between selective attention and learning in infants and young children, emphasizing developmental and neurobehavioral perspectives. She uses behavioral, eye-tracking, genetic, MRI, and fNIRS methods to explore how attention control influences learning efficacy and vice versa. Education: Ph.D., 2010, University of Minnesota Her research interests include developmental attention mechanisms, perceptual learning, and how biological and contextual factors shape cognitive outcomes. Key themes involve understanding how infants and children selectively attend to information and how this attention drives learning processes. Recent work explores caregiver influence on attention, prenatal factors affecting infant attention, and the role of competing information in school-aged learning. Dr. Markant leads the Learning and Brain Development Lab , which investigates cognitive and neural mechanisms underlying attention and learning. She is actively recruiting graduate students from Tulane’s Psychology and Neuroscience Ph.D. programs. Her publications reflect a focus on attention biases, developmental learning dynamics, and methodological innovations like remote infant studies. Awards and honors are not explicitly listed in the provided text.

• Developmental Psychology
• Cognitive Development
• Attention and Learning Mechanisms
• +۳ مورد دیگر

Prof. Dr. Benedikt Hensel is a full Professor for Old Testament at the University of Oldenburg , where he serves as Dean of the Faculty of Humanities and Social Sciences since 2025. He co-directs the Institute for Protestant Theology and Religious Education and leads the Digital Biblical Archaeology Oldenburg initiative. Research Focus : Interdisciplinary study of Israelite and ancient Jewish history, digital cultural heritage technologies in Levantine archaeology, and theological interpretation of Hebrew Bible texts. Projects : Hazor Digital (since 2024), Resettlement of Ruins and Memories (Gerda Henkel-funded), and Transjordan and Southern Levant Archaeology (since 2019). His recent publications analyze: Iron Age cultural memory formation in the Southern Levant Edomite-Israelite relations through archaeological and textual evidence Digital reconstruction of biblical sites like Hazor Yahwistic diversity in Persian period Judah and Samaria Theological implications of migration narratives in the Hebrew Bible Scientific Awards : 2018 Armin Schmitt Prize for Biblical Text Research Student Supervision : Currently advising PhD candidates on topics ranging from Idumean trade networks to post-exilic identity formation in biblical texts.

• Biblical Archaeology
• History of Israel
• Hermeneutics
• +۱۲ مورد دیگر

Drew Weatherhead is an Assistant Professor (part-time) in the Department of Psychology and Neuroscience at Dalhousie University, affiliated with the Faculty of Science. His research focuses on early language acquisition, sociolinguistic development, and how infants and children process accented speech and speaker characteristics such as race. Education : COGS-P-BCH, Queen’s University PhD, University of Waterloo Postdoctoral Fellow (PDF), University of British Columbia Research Interests : Dr. Weatherhead investigates mechanisms of language acquisition in infants and young children, using methods like eye-tracking and fNIRS. His lab explores how social factors (e.g., race, accent) influence linguistic perception and learning. Key areas include sociolinguistic variation, race-based expectations in word learning, and bilingualism. Publications : His work emphasizes the intersection of social cognition and language development, with recent studies on accent processing, speaker race, and contextual influences on word generalization. Outputs span journals like Developmental Science , Cognition , and Journal of Experimental Psychology . Advising & Labs : Dr. Weatherhead is currently not accepting new Clinical PhD, Honours, or Directed Research students (2026-2027). He leads the Cognition and Language Learning Research Group, focusing on experimental methods to decode early language mechanisms.

• Language Acquisition
• Sociolinguistics
• Social Cognition
• +۳ مورد دیگر

Jennifer Somers is an Assistant Professor in the Department of Psychological Sciences at Auburn University , directing the FLOWER Laboratory (Families: Leveraging Opportunities for Wellbeing and Resilience). Her research examines biobehavioral processes in parent-child interactions that influence depression and anxiety risks. Education: PhD in Clinical Psychology (Arizona State University, 2021) MA in Clinical Psychology (Arizona State University) BA in Psychology & English (Pomona College) Her work focuses on dyadic resilience , emotion regulation , and physiological synchrony in families. She has secured funding from NIMH, NSF, and private foundations. Recent publications analyze parent-child interactions , RSA synchrony , and transdiagnostic biomarkers spanning developmental psychology, clinical research, and behavioral science. Labs & Teams: FLOWER Lab investigates mechanisms to promote family resilience across the lifespan, integrating biological and environmental factors in mental health outcomes.

• Developmental Psychology
• Clinical Psychology
• Psychophysiology
• +۷ مورد دیگر

Margaret Karagas, PhD is the inaugural Department Chair and James W. Squires Professor of Epidemiology at the Geisel School of Medicine at Dartmouth College, with a secondary appointment as Professor of Community and Family Medicine. She also serves as Director of both the Children's Environmental Health and Disease Prevention Research Center and the Center for Molecular Epidemiology at Dartmouth. Her leadership extends to the NIH-funded Environmental Influences on Child Health Outcomes (ECHO) Program, which encompasses over 90,000 participants across the United States. Dr. Karagas earned her PhD from the University of Washington in 1990 and has established herself as a leading researcher in environmental epidemiology. She collaboratively developed an innovative cross-disciplinary postdoctoral and graduate program in Quantitative Biomedical Sciences (QBS) that integrates epidemiology, bioinformatics, and bistatistics. Her research focuses on interdisciplinary studies investigating environmental exposures, host factors, and biological mechanisms affecting health from infancy through adulthood, with particular emphasis on under-studied rural populations. Dr. Karagas employs high-dimensional analytic tools along with biomarkers and sensors to study the exposome, genetic susceptibility, and biological response. Her work has uncovered adverse cardiometabolic, neurodevelopmental, and immune-related health outcomes associated with drinking water contaminants, food-borne toxicants (including in infant first foods), and exposures from woodstoves. Analysis of her recent publications reveals a strong focus on environmental health impacts across the lifespan, with significant contributions to understanding how environmental exposures affect child development, chronic disease risk, and health disparities. Her work frequently employs advanced molecular and analytical techniques to assess environmental exposures and their biological consequences. Dr. Karagas serves on numerous prestigious international consensus panels and committees, including those for the United Nations, World Health Organization, International Agency for Research on Cancer, European Food Safety Authority, US National Institutes of Health, and National Academies of Science, Engineering and Medicine. As an academic leader, she has mentored diverse investigators at all career stages and established innovative training programs. Her research has directly contributed to practice and policy changes regarding environmental health threats. She maintains active collaborations across multiple centers at Dartmouth including the Dartmouth Toxic Metals Superfund Research Program and Dartmouth SYNERGY.

• Environmental Epidemiology
• Children's Environmental Health
• Molecular Epidemiology
• +۳ مورد دیگر

Nicola Hawley is an Associate Professor of Epidemiology (Chronic Disease) at the Yale School of Public Health with a secondary appointment in the Department of Anthropology at Yale University. She serves as Associate Director for Dissemination and Implementation Science at the Yale Center for Clinical Investigation and is affiliated with the Yale Institute for Global Health and Yale Network for Global Non-Communicable Diseases. Dr. Hawley is an internationally recognized expert in maternal and child health, with particular expertise in the developmental origins of obesity and related chronic diseases. Her interdisciplinary research bridges epidemiology, anthropology, and global health to examine how early life exposures during pregnancy, infancy, and childhood shape long-term health. She employs a life-course perspective and mixed-methods approaches across cross-sectional, cohort, and randomized controlled trial designs to identify critical windows for intervention. A hallmark of her work is the integration of community-engaged and culturally responsive strategies to address maternal and child health disparities in under-resourced and Indigenous settings. Her research primarily focuses on Pacific Islander communities in Samoa, American Samoa, and the US, with additional collaborations in South Africa, Uganda, New Zealand, and the United States. Dr. Hawley's current research portfolio includes NIH- and PCORI-funded studies addressing gestational and Type 2 diabetes, prevention of excess gestational weight gain, childhood obesity, and cardiometabolic risk across generations. Her recent publications demonstrate strong emphasis on Samoan health issues, including studies on genetic adaptations, sleep patterns, mental health, and food security, with a consistent focus on culturally appropriate interventions and community engagement. Yale School of Public Health Teacher of the Year (2016) As a mentor, Dr. Hawley plays a central role in training the next generation of US and global health scientists, serving as primary mentor on multiple NIH career development awards (K01, K99, F30, F31) focused on Pacific Islander health. She leads the Obesity, Lifestyle and Genetic Adaptations (OLaGA) Study Group, which uses a life course approach to understand the origins of obesity and related cardiometabolic diseases among Samoans and other Pacific Islanders. Her laboratory work emphasizes community partnerships and capacity building, with core values centered on equity, community engagement, interdisciplinary collaboration, and mentorship. The OLaGA Study Group is driven by the belief that innovative research should not only advance scientific understanding but lead to tangible improvement in health outcomes for all, particularly for populations often neglected in public health and genetic research.

• Maternal and Child Health
• Obesity
• Chronic Diseases
• +۶ مورد دیگر