جستجوی استاد راهنمای دانشگاهی

Dr. Albert Koulman is a Principal Research Associate at the University of Cambridge, affiliated with the Metabolic Research Laboratories (MRL) within the Institute of Metabolic Science. His work focuses on developing advanced analytical methods for metabolomics and lipidomics to understand metabolic processes in diseases. Department: Department of Clinical Biochemistry, University of Cambridge Key Roles: Scientific Director of the NIHR BRC Metabolomics and Lipidomics facility Research Interests 1. Metabolism in Pregnancy & Early Life: Collaborates with international teams to study lipid metabolism during pregnancy and infancy, developing biomarkers for gestational diabetes, infant nutrition, and childhood obesity risks. 2. Technological Innovations: Leads development of single-cell lipidomics and organelle-specific lipid profiling, establishing a full pipeline from sample preparation to bioinformatics. 3. Nutritional Biomarker Methodology: Specializes in dried blood spot applications for lipid analysis in clinical and population studies, supported by the MRC Epidemiology Unit. Article Trends Recent publications highlight his expertise in lipid metabolism across diseases (e.g., diabetes, melanoma, NAFLD). Key themes include sexual dimorphism in lipid biosynthesis, vitamin D dynamics during exercise, stromal lipid influences on cancer progression, and malnutrition recovery protocols. Methodological advancements (LC-MS/MS, single-cell analysis) and global health applications (Gambian maternal nutrition, pediatric rehabilitation) are recurring topics. Group Members & Collaborations Dr. Ben Jenkins (Analytical Chemist) Ms. Paulina Guevara Dominguez (Research Assistant) Ms. Nina van der Velde (MPhil Student) Collaborators: Sue Ozanne (Pregnancy Metabolism), MJFF (Parkinson’s research), MRC (Epidemiology Unit) Research Funding Biotechnology and Biological Sciences Research Council (BBSRC) JPI (Joint Programming Initiative) Michael J. Fox Foundation (MJFF) Medical Research Council (MRC) National Institute for Health and Care Research (NIHR)

• Metabolomics
• Lipidomics
• Analytical Chemistry
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Beth Smith, PT, DPT, PhD is an Associate Professor of Pediatrics and Biokinesiology & Physical Therapy at the University of Southern California. She directs the Infant Neuromotor Control Laboratory, where she leads research on neural control of movement during infancy and develops interventions for infants with or at risk for developmental delay. Dr. Smith's research focuses on several critical areas in pediatric development: Neural mechanisms underlying infant motor development Application of wearable sensor technology for objective movement measurement Early identification of developmental delays through quantitative analysis Evaluation of intervention effectiveness for at-risk infants Cross-cultural studies of infant development in diverse settings including rural Guatemala Her work demonstrates a strong integration of technology and clinical practice, with recent publications highlighting innovative approaches to measuring infant movement in natural environments. Dr. Smith's research on algorithmic detection of developmental disabilities using wearable sensors represents a significant advancement in early identification methods. Her studies on telehealth administration of developmental assessments have gained particular relevance following the COVID-19 pandemic, potentially expanding access to early intervention services globally. As director of the Infant Neuromotor Control Laboratory, Dr. Smith oversees a research program that bridges neuroscience, engineering, and clinical practice to improve outcomes for infants with developmental challenges. Her work has important implications for developing evidence-based interventions that can be implemented across diverse healthcare settings.

• Neural control of movement
• Infant development
• Motor control
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Tricia Skoler is a Professor of Developmental Psychology at the School of Arts and Sciences, Hunter College (CUNY). Her research focuses on developmental trajectories, neuroscience, autism, and infant social cognition. She holds a PhD from Emory University and leads a lab emphasizing interdisciplinary approaches, requiring prospective students to read Doing Developmental Research (Guilford Press). She is currently accepting students for Spring 2025 courses (201 and 395). Her work spans neuroscience, architectural design, biophilia, and health psychology, integrating methodologies like EEG and statistical physics to study gaze processing, joint attention, and social-cognitive development in infants and children with ASD. Key contributions include understanding neural correlates of eye gaze in early infancy and contextual influences on social skills. Publications highlight themes such as gaze-following deficits in autism, the role of social cues in learning, and developmental neuroscience. Her research bridges basic science and applied contexts, including biophilic design and nutrition education. Lab inquiries must follow guidelines in Chapter 1 of her book. No explicit awards are listed, but her extensive publication record reflects recognition in developmental and cognitive neuroscience.

• Developmental Psychology
• Neuroscience
• Infancy
• +۶ مورد دیگر

Valentina Calzolari Bouvier is Full Professor of Armenian Studies at the University of Geneva , holding the first and only Armenian Studies chair in Switzerland. She directs Bachelor's and Master's programs in Armenian Studies (ancient and modern) and doctoral training, while serving as President of the International Association for Armenian Studies and a corresponding member of the Academy of Inscriptions and Belles-Lettres . Key affiliations: Pembroke College (Oxford), Hebrew University, École Pratique des Hautes Études Current research: Christian apocrypha in Armenian, Greco-Armenian philosophical transmission, Soviet-era Armenian literature Her recent publications focus on Armenian apocryphal texts (2022's The Apocryphal Acts of the Apostles in Armenian ), medieval Armenian historiography, and Armenian diaspora literature. She co-directs the LABEAC research laboratory on Central Europe-Orient and Central Asia, and has received the Movses Khorenatsi Medal (2023) and honorary doctorate from Armenia (2007). Scientific distinctions include: Movses Khorenatsi Medal (2023) Accademia Ambrosiana membership (2010) Honorary Diploma from Republic of Armenia (2012) Leverhulme Visiting Professor (Oxford, 2021-2023)

• Armenian Studies
• Christian Apocrypha
• Late Antique Philosophy
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Professor Merideth Gattis is a cognitive psychologist at Cardiff University's School of Psychology, specializing in how interactions between individuals and their environments influence cognition and communication. She leads research on parenting cognitions during pregnancy and infancy, developmental cascades, and the role of natural environments in social interaction. Her work bridges developmental psychology with environmental and cross-cultural studies. Education: B.A. (Psychology, Gordon College, 1985); Ph.D. (Cognitive Psychology, UCLA, 1995). Academic roles include Professor (2014–present), Reader (2011–2014), and Senior Lecturer (2007–2011) at Cardiff University. Honors include Fellow of the Learned Society of Wales (2016) and completion of the Professorial Leadership Programme (2022). Research focuses on developmental cognition, parent-infant interactions, and environmental influences. Key projects include the Baby Care Questionnaire (BCQ) to measure parenting beliefs, studies on preterm birth effects, and collaborations with organizations like the Wildfowl and Wetlands Trust (WWT) to evaluate nature-based interventions. Her work emphasizes innovative methods like remote research tools and longitudinal studies. Teaching includes research design and methods at undergraduate and postgraduate levels, with a focus on developmental psychology and mixed methodologies. Supervises PhD students on topics like parenting knowledge, pro-environmental behavior shifts, and sensorimotor patterns in parent-child interaction. Grants and collaborations involve European Research Council (ERC) funding and partnerships with institutions globally. Active in academic service as a reviewer for major journals and committees including the Economic and Social Research Council (ESRC) Peer Review College.

• Developmental Psychology
• Cognitive Development
• Infant and Child Behavior
• +۵ مورد دیگر

Sarah Bakkær Munk Andreasen is a Researcher at the Institute for Health Services Research within the Faculty of Health Sciences at the University of Southern Denmark . Her work focuses on Reproductive Toxicology , Maternal and Child Health , and Environmental Medicine , with a particular emphasis on the effects of maternal exposure to medications and chemicals on offspring development. Research Areas : Endocrine disruption, pharmacological effects on developmental biology, mental health in pediatric populations. Key Collaborations : Odense Child Cohort, focusing on longitudinal studies of childhood development. Her publications highlight associations between maternal use of antifungal medications and paracetamol with altered steroid hormone levels and anogenital distance in offspring, as well as the impact of the Covid-19 pandemic on children's mental health. She primarily employs epidemiological and cohort-based methodologies. Labs/Teams : Active contributor to the Odense Child Cohort project, a population-based birth cohort study.

• Reproductive Toxicology
• Maternal and Child Health
• Endocrine Disruption
• +۵ مورد دیگر

Professor Sophie Moore is a Professor of Global Women & Children's Health at King's College London, based in the Department of Women & Children's Health. She holds a Wellcome Trust Senior Research Fellowship (2020-25) and leads research on global maternal and child nutrition, with a focus on micronutrient interventions during critical developmental periods. Her work spans epidemiological studies in rural Gambia, intervention research on infant neurodevelopment, and global health challenges related to food insecurity. She is affiliated with the Faculty of Life Sciences & Medicine and the School of Life Course & Population Sciences. Her research integrates nutritional epidemiology, epigenetics, and global health equity, with projects such as the BRIGHT (Brain Imaging for Global Health) cohort study and the PRECISE network investigating pre-eclampsia determinants. She has collaborated widely across institutions including the London School of Hygiene and Tropical Medicine, the Medical Research Council Unit in The Gambia, and international partners in Africa and Asia. Key contributions include studies on iron supplementation in infancy, maternal dietary diversity, and the role of calcium in pre-eclampsia prevention. Her work emphasizes translational research to bridge gaps between scientific evidence and public health policy, particularly in low-resource settings. Grants and awards include major funding from Wellcome Trust and the Bill & Melinda Gates Foundation. Professor Moore’s research also explores neurodevelopmental outcomes linked to nutritional status, leveraging advanced imaging techniques (fNIRS/EEG) and longitudinal cohort data. She actively engages in global health initiatives addressing food security, maternal-child health disparities, and the impact of environmental factors on early development.

• Global Maternal and Child Nutrition
• Nutritional Interventions in Pregnancy and Early Infancy
• Global Health Nutrition
• +۳ مورد دیگر

Dr. Olga Fotakopoulou is an Associate Professor in Developmental Psychology at Birmingham City University (BCU), serving as Academic Lead for Equality, Diversity, and Inclusion, and Athena Swan Lead. Her research focuses on human development from infancy to adolescence, with a particular emphasis on socio-cognitive, emotional, and prosocial development. She has over 15 years of experience in developmental psychology research and counseling across clinical and educational settings. Olga teaches modules such as Lifespan Development (online MSc program) and supervises MSc Psychology Dissertations. Her work explores the impact of technology on children, including touchscreen use and digital media's role in education and childhood development. Research interests include technology's influence on early learning, cross-cultural studies in early childhood education, and interdisciplinary approaches to youth mental health. She has contributed to projects analyzing pandemic effects on children’s routines and the digital divide in mathematics education. Olga’s publications span topics like creative arts therapy for adolescent health and rhythmanalysis in cultural contexts. She actively addresses equity in education through her teaching roles and institutional leadership. Advising and grants: While no specific grants are listed, she leads courses and collaborates on projects focusing on inclusive education and technology integration. Her work emphasizes student-centered learning and preparing students for critical thinking and collaboration in diverse settings.

• Developmental Psychology
• Socio-Cognitive Development
• Emotional Development
• +۳ مورد دیگر

Celeste Kidd is an Associate Professor at the University of California, Berkeley, leading the Kidd Lab. Her research bridges computational modeling and behavioral experiments to study knowledge acquisition in young children, drawing from foundational theories by Piaget, Montessori, and Vygotsky. Education: Ph.D. in Cognitive Psychology from the University of Rochester Her work focuses on attention, curiosity, and learning dynamics, particularly how children explore and attend to information during development. She employs eye-trackers, touchscreens, and observational play studies to quantify learning processes. Recent publications highlight her exploration of belief formation, social learning, and the intersection of AI with cognitive development. Her findings inform educational technologies and clinical practices. Her lab emphasizes cross-cultural studies and computational models of curiosity, with experiments spanning infancy to adolescence. She investigates how predictability, physical cues, and linguistic structures shape cognitive growth.

• Attention
• Curiosity
• Learning
• +۵ مورد دیگر

Elizabeth Spelke is the Marshall L. Berkman Professor of Psychology at Harvard University and an investigator at the NSF-MIT Center for Brains, Minds and Machines. She leads the Spelke Lab, which conducts behavioral research on infants and preschool children to understand the origins of uniquely human cognitive capacities such as formal mathematics, symbolic representation, and object taxonomy. Education: B.A. in Social Relations from Radcliffe College (1971), Ph.D. in Psychology from Cornell University (1978). Professional Experience: Faculty positions at the University of Pennsylvania, Cornell University, MIT, and Harvard University since 2001. Her research focuses on core knowledge systems in infancy, including understanding of objects, actions, people, places, number, and geometry. She collaborates with computational cognitive scientists to model infant cognition and with economists to apply findings to educational interventions. Her work integrates developmental, comparative, and cross-cultural perspectives. Her recent publications span topics such as early math learning, social evaluation in toddlers, goal inference, and the interplay between language and conceptual development. Trends in her recent work include experimental field studies, interdisciplinary collaborations, and theoretical synthesis of core knowledge frameworks. National Academy of Sciences (USA), 1999 American Academy of Arts and Sciences, 1997 National Academy of Sciences Prize in Psychological and Cognitive Sciences, 2014 C.L. de Carvalho-Heineken Prize for Cognitive Sciences, 2016 George A. Miller Prize, Cognitive Neuroscience Society, 2018 Mentor Awards from APS and APA, 2021 Spelke has mentored numerous researchers and collaborated widely across disciplines. Her lab’s work is supported by major grants from the NSF and other institutions. She has pioneered the use of behavioral methods to study infant cognition and has been instrumental in translating cognitive science into educational practice. She directs the Spelke Lab at Harvard, which investigates core cognitive systems through behavioral experiments with infants and young children. The lab explores how innate knowledge structures interact with experience to produce complex human cognition.

• Cognitive Development
• Infant Cognition
• Core Knowledge
• +۷ مورد دیگر

Dr. Elizabeth Johnson serves as Professor of Psychology at the University of Toronto Mississauga (UTM), holding the Canada Research Chair in Spoken Language Acquisition. She is cross-appointed to the Graduate Department of Linguistics and directs the University of Toronto's Tri-Campus Graduate Program in Psychology, leading interdisciplinary research on language acquisition through the Child Language and Speech Studies (CLASS) Lab in UTM's Communication, Culture and Technology Building. Her academic foundation includes a B.A. in Brain and Cognitive Sciences from the University of Rochester (with a Take Five program in Developmental Biology & Evolution), followed by M.A. and Ph.D. degrees in Psychological & Brain Sciences from Johns Hopkins University. She completed postdoctoral training at the Max Planck Institute for Psycholinguistics and spent semesters at MIT's Speech Group during her doctoral studies. Dr. Johnson's research examines how perceptual, cognitive, and social mechanisms enable children's rapid language mastery, with emphasis on speech perception, multilingual development, accent processing, and infant speech segmentation. Her work bridges developmental psychology, linguistics, and speech sciences to investigate topics including audio-visual speech perception, word-learning heuristics, prosody acquisition, and voice recognition—all contextualized within UTM's linguistically diverse community. Analysis of her recent publications reveals intensifying focus on real-world applications of language acquisition research, particularly voice assistant technology for children, pandemic impacts on language development, and sociolinguistic factors in educational settings. Her work increasingly explores accent variation effects across development and the cognitive mechanisms underlying talker recognition. Dr. Johnson's scientific recognition includes: Canada Research Chair in Spoken Language Acquisition She actively mentors graduate researchers: PhD Students: Emily Shroads (June and David Scott Fellowship recipient) Recent PhD Graduates: Priscilla Fung (SSHRC Postdoctoral Fellow), Madeleine Yu Undergraduate Support: NSERC USRA (Christopher Khalaf), SSHRC UTEA (Gabriella Di Maio, Alexandra Maracz) Research Funding: SSHRC Insight Grants, NSERC Discovery Grants The CLASS Lab functions as an interdisciplinary hub collaborating with UTM's Developmental Science Cluster, Centre for Biological Communication Systems, and Infant and Child Studies Centre. Its community-engaged research leverages linguistic diversity in the Greater Toronto Area to translate foundational science into practical applications for child development and educational technology.

• Language Acquisition
• Speech Perception
• Cognitive Development
• +۳ مورد دیگر

Sunae Kim is a Senior Lecturer in Psychology at the School of Psychology, Social Work and Public Health, Oxford Brookes University. Her research focuses on social cognition, metacognition, and children’s learning processes. She has authored numerous articles exploring topics such as selective informing, curiosity-driven decision-making, and cross-cultural comparisons in cognitive development. Her work also examines theory of mind, memory monitoring, and the development of epistemic sensitivity in infants and preschoolers. Key research interests include how children navigate social learning contexts, the interplay between metacognition and decision-making, and cultural influences on cognitive development. Her recent studies highlight children’s ability to evaluate information sources and adapt their learning strategies based on group membership and contextual relevance. Dr. Kim’s publications span journals like Cognitive Development , Psychonomic Bulletin & Review , and Consciousness and Cognition , reflecting her interdisciplinary approach to developmental psychology. She teaches modules such as Contemporary Issues in Psychology and Cognitive and Social Aspects of Development Research , emphasizing practical research skills and theoretical frameworks.

• Social Cognition
• Developmental Psychology
• Metacognition
• +۴ مورد دیگر

Nicole Magaldi is a Professor in the Department of Communication Sciences and Disorders at Long Island University, School of Health Professions. With over 20 years of clinical experience in hospitals, early intervention, schools, and private practice, she brings a strong applied perspective to her academic work. Her expertise centers on child language disorders, particularly Developmental Language Disorder and Autism Spectrum Disorder. Educational Background: B.S., Cortland University M.A., Kean University Ph.D., New York University Dr. Magaldi's research focuses on evidence-based practice in child language disorders, clinical education methods, and the impact of reproductive factors on neurodevelopmental outcomes. She has published extensively on terminology navigation, pedagogical tools like problem-based learning, and early identification of autism. Her work bridges clinical practice and academic training, emphasizing practical solutions for clinicians and educators. The recent publications highlight a growing interest in integrating educational strategies with clinical rigor, particularly in training future speech-language pathologists. Her research also explores environmental and reproductive risk factors associated with Autism Spectrum Disorder, contributing to broader public health understanding. Scientific Awards: Dissertation of the Year, New York University Dr. Magaldi is actively involved in professional development through her membership in the American Speech-Language-Hearing Association (ASHA) and service on the Professional Development Committee for ASHA’s Special Interest Group 1 (SIG 1). While specific grant details are not listed, her sustained research output suggests ongoing scholarly and possibly funded activity. She mentors graduate students through research collaboration and clinical supervision, though no named advisees are listed. She is affiliated with the Department of Communication Sciences and Disorders, which operates under the School of Health Professions at LIU. Her work contributes to both clinical innovation and academic advancement in speech-language pathology.

• Child Language Disorders
• Developmental Language Disorder
• Autism Spectrum Disorder
• +۵ مورد دیگر

Tove Nilsson Gerholm serves as Lecturer and Associate Professor (Docent) at Stockholm University's Department of Linguistics within the Faculty of Humanities. She is actively affiliated with the Stockholm Babylab, which studies infant language development through multiple parallel research projects and international collaborations. Her research focuses on child language development, particularly examining how interaction behaviors between children and parents influence language acquisition. She has led longitudinal studies following over 70 children from infancy to age eleven (2013-2024). Her work bridges linguistics, developmental psychology, and cognitive neuroscience, with particular emphasis on educational interventions in preschool settings. Dr. Gerholm's research portfolio includes significant projects such as MINT (investigating interaction's role in language development), Brain Pathways in Preschool, and INVENT (studying children's language ability at school start). Her publication record demonstrates expertise in randomized controlled trials within educational contexts, examining how pedagogical approaches affect language development, executive functions, and socioemotional skills in preschool children. Her scientific contributions include: Designing and implementing large-scale intervention studies across 18 preschools Developing research protocols for longitudinal child language studies Investigating emotive language development in children aged 0;9 to 5;10 Exploring bidirectional collaborations between researchers and educators Dr. Gerholm maintains an active research agenda with recent publications focusing on pedagogical methodologies in Swedish preschools and their effects on multiple developmental domains in young children.

• Child Language Development
• Early Childhood Education
• Language Acquisition
• +۴ مورد دیگر

Axel Skytthe is a researcher at the University of Southern Denmark with a focus on Epidemiology, Biostatistics and Biodemography (EBB) . His research spans medical demography , genetic epidemiology , twin studies , and aging . He is affiliated with the Danish Center for Twin Research and the Institute for Health Services Research . Research Interests : Axel’s work primarily investigates genetic and environmental influences on aging, disease susceptibility, and mortality through large-scale twin cohorts. His studies often intersect with genetics , biostatistics , and demographic trends . Recent projects include analyzing BMI development across early life stages and exploring mTOR pathway epigenetics in tic disorders. Publications : His extensive body of work (203 publications) includes groundbreaking twin studies on respiratory syncytial virus , tic comorbidities , and exceptional lifespans . Collaborative research spans 25 twin cohorts globally, highlighting genetic determinism and environmental interactions. Professional Activities : Axel has participated in major conferences like the 15th International Society for Twin Studies Congress (2014) and European Congress of Epidemiology (2013). He is also a peer reviewer and board member in several organizations.

• Medical demography
• Genetic epidemiology
• Twin studies
• +۸ مورد دیگر