جست‌وجوی استاد و پژوهشگر

• Electroencephalography (EEG)
• Infant Language Acquisition
• Neural Oscillations
• +۳ مورد دیگر

Dr. Katharina Menn serves as Assistant Professor in the Department of Cognitive Neuropsychology within Tilburg University's Tilburg School of Social and Behavioral Sciences. Her research bridges developmental psychology and neuroscience through innovative electrophysiological methodologies. Her primary research focuses on the neurobiological foundations of infant language acquisition, specifically examining how the maturation of brain activity constrains phonological development. Key areas include: Electrophysiological maturation and its impact on language processing capabilities Temporal dynamics of phoneme acquisition in native language development EEG deconvolution modeling techniques applied to naturalistic speech processing Developmental trajectories from slow to fast neural processing in infancy Dr. Menn's recent publications demonstrate significant impact, with her 2023 Science Advances paper receiving 12 citation indexes and 33 Mendeley readers, while her Perspectives on Psychological Science article garnered 8 citations and 27 readers with additional news coverage. Her work reveals that infants acquire phoneme features in order of temporal duration, starting with longer features matching their initial slow neural processing capabilities. Her notable recognitions include: Dissertation Award from International Society for Infant Studies (2024) Dissertation Award from Society for Neurobiology of Language (2024) Dr. Menn's research program investigates how neuronal development serves as a critical driving force in language acquisition, with implications for understanding developmental disorders and optimizing early language interventions. Her laboratory specializes in advanced EEG methodologies for studying infant cognition, focusing on the interplay between neural maturation and linguistic development during the first five years of life.

• Developmental Psychology
• Psychology

M. Tess Fulcher serves as an Assistant Professor of Developmental Psychology within the School of Social & Behavioral Sciences at Elmira College in Elmira, NY, where she contributes to academic instruction and research in human development. Her scholarly focus centers on Developmental Psychology , examining cognitive, emotional, and social changes across the human lifespan. This specialization forms a critical pillar within the broader discipline of Psychology , operating under the interdisciplinary framework of Social & Behavioral Sciences to address foundational questions about growth and maturation from infancy through adulthood.

Robin Edelsteinمشاهده پروفایل

استاد

• Close Relationships
• Attachment Theory
• Social Neuroendocrinology
• +۳ مورد دیگر

Robin Edelstein is a Professor of Psychology in the College of Literature, Science, and the Arts at the University of Michigan and a Faculty Associate at the Research Center for Group Dynamics, Institute for Social Research. Her interdisciplinary work integrates social/personality psychology with physiological mechanisms to examine close relationship dynamics across the lifespan. Education: Ph.D. in Social/Personality Psychology, University of California, Davis Postdoctoral Fellowship, University of California, Irvine Research Focus: Dr. Edelstein investigates how emotional processes differ meaningfully across individuals , particularly examining attachment patterns in parent-infant and romantic relationships. Her pioneering work explores bidirectional links between relationship experiences and physiological systems (e.g., hormonal reactivity), individual differences in relationship approaches, and developmental trajectories of these processes from infancy through aging. Current projects address partner support in chronic illness contexts and racial dynamics in Black relationships. Publication Trends: Recent work (2024-2025) analyzes relationship dynamics in aging populations and racial contexts, while 2017-2019 publications established critical connections between hormonal changes (testosterone), parenting behaviors, and relationship outcomes. Her research consistently bridges social psychology , developmental science , and physiological measurement , with applications to trauma recovery, bereavement, and chronic disease management. Affiliation: As a Faculty Associate at the Research Center for Group Dynamics, she contributes to interdisciplinary studies of social processes within the Institute for Social Research, leveraging collaborative frameworks to advance understanding of human behavior in relational contexts.

• Cognitive Neuroscience
• Language Processing
• Deaf Studies
• +۶ مورد دیگر

Professor Mairead MacSweeney is a leading cognitive neuroscientist at University College London's Institute of Cognitive Neuroscience, where she serves as Deputy Director. She was previously the Director of the UCL Deafness, Cognition and Language Research Centre (DCAL) from 2017-2023 and currently holds a prestigious Wellcome Trust Senior Research Fellowship (2022-2028). Her work bridges the Institute of Cognitive Neuroscience with the DCAL research center, contributing significantly to UCL's reputation in neuroscience and deaf studies. Her educational background includes a Doctor of Philosophy from University College London (1998) and a Bachelor of Science from the University of Northumbria at Newcastle (1993). Her academic career trajectory shows progressive responsibility, starting as a Postdoctoral Research Fellow at UCL in 1998, then advancing through various Wellcome-funded fellowships before reaching her current professorship. MacSweeney's research fundamentally explores how the brain processes language in people born profoundly deaf, examining how altered sensory experiences shape neural organization. Her work demonstrates that 'auditory' brain regions can process visual input when hearing is absent from birth, and that signed and spoken languages engage similar neural networks. This research has significant theoretical implications for understanding brain plasticity and practical applications for deaf education. Her methodology combines functional MRI (fMRI), behavioral analysis, and electroencephalography (EEG) to investigate language, literacy, and cognitive processing in deaf populations. Her recent publications reveal a consistent focus on language processing in deaf individuals, with increasing attention to developmental trajectories from infancy through adulthood. The research shows interdisciplinary connections between cognitive neuroscience, linguistics, developmental psychology, and education, with particular emphasis on bimodal bilingualism (spoken language plus sign language), cross-modal plasticity, and the neural basis of reading in deaf populations. Her work increasingly incorporates longitudinal designs and comparative approaches between deaf and hearing populations. Wellcome Trust Senior Research Fellow (2022-2028) Professor MacSweeney actively supervises undergraduate and MSc research projects and teaches across multiple Masters-level courses in the Faculty of Brain Sciences and Faculty of Population Health Sciences. Her research program is substantially supported by Wellcome Trust funding, indicating major institutional investment in her work on sensory and language experience effects on neural systems. She has secured continuous research funding through multiple competitive Wellcome fellowships since 2001, demonstrating sustained research excellence. MacSweeney leads research within the Visual Communication research group at the UCL Institute of Cognitive Neuroscience and has been central to DCAL's research activities. Her work connects with broader initiatives studying British Sign Language and deaf cognition, contributing to DCAL's mission of conducting world-class research to empower deaf people. She collaborates with researchers across UCL departments including Linguistics, Experimental Psychology, and Language and Cognition, reflecting the interdisciplinary nature of her work.

• Sleep Medicine
• Nutritional Neuroscience
• Cognitive Development
• +۳ مورد دیگر

Dr. Cecilia Rosa Algarin Crespo is an Assistant Professor at the Institute of Nutrition and Food Technology (INTA), University of Chile. She holds a Physician-Surgeon degree from Javeriana University (1982) and specializes in postgraduate courses including 'Nutrients and Cognitive Functions,' 'Sleep in the Elderly,' and 'Sleep, Nutrition, and Health.' Her research integrates sleep physiology, nutritional neuroscience, and developmental health, focusing on lifelong impacts of early nutritional deficiencies. Research Focus: Dr. Algarin investigates the interplay between sleep, nutrition, and cognitive development across life stages. Key areas include effects of iron deficiency on neurodevelopment, sleep-wake patterns in obesity, and metabolic impacts of sleep disruption. Her work employs neuroimaging, hormonal assays, and longitudinal cohort studies to analyze how early-life factors influence adult health outcomes. Research Projects: She has led multiple national grants including FONDECYT projects such as 'Sleep-wake patterns in prepubescence as predictors of obesity in adolescence' (2011-2014) and 'Prevention of diabetic retinopathy through reduction of plasma AGEs' (2014-2016). Her publications emphasize translational research with clinical implications for pediatric and adolescent health. Publication Trends: Recent articles (2020-2024) demonstrate a strong focus on neurocognitive impacts of sleep/nutrition deficiencies, using advanced methodologies like fMRI and hormonal biomarkers. Longitudinal designs dominate her work, tracking outcomes from infancy to adulthood in Chilean cohorts.

Matthew W. Buelowمشاهده پروفایل

دانشیار

• Adult Congenital Heart Disease
• Pediatric Cardiology
• Internal Medicine

Matthew W. Buelow, MD is an Associate Professor at the Medical College of Wisconsin specializing in Adult Congenital Heart Disease, Pediatric Cardiology, and Internal Medicine. He provides comprehensive care for patients from infancy through adulthood across Children's Wisconsin locations in Milwaukee, Fox Valley, and Green Bay, with hospital affiliations at Children's Wisconsin - Milwaukee and Froedtert Hospital. His clinical training includes: Doctor of Medicine from Medical College of Wisconsin (2009) Residency in Internal Medicine-Pediatrics at Medical College of Wisconsin Affiliated Hospitals (2009-2013) Fellowship in Pediatric Cardiology at Children's Wisconsin (2013-2016) Dr. Buelow's expertise focuses on the lifelong management of congenital heart defects, particularly the transition from pediatric to adult cardiac care. His clinical work emphasizes echocardiography and multidisciplinary approaches for complex congenital conditions across all age groups. As a core member of the Adult Congenital Heart Disease Program at Children's Wisconsin, he collaborates with specialized cardiac teams to deliver integrated diagnostic services including virtual visits, with particular attention to long-term outcomes for adult survivors of congenital heart disease.

• Infant and child development
• Multisensory attention
• Cognitive development
• +۵ مورد دیگر

Elizabeth V. Edgar serves as Assistant Professor of Psychology at Long Island University and Director of the Child Attention and Development Lab. Her research examines how early childhood attention mechanisms shape cognitive, language, and socio-emotional development through multisensory integration of sights and sounds. Her educational foundation includes: Ph.D. in Developmental Science from Florida International University M.S. in Developmental Sciences from Florida International University B.S. in Human Development and Family Studies from Pennsylvania State University Dr. Edgar's research program investigates attentional contributions to anxiety development across childhood using eye-tracking, EEG, behavioral observation, and computational modeling. She explores how neural and behavioral factors interact with environmental contexts to influence developmental trajectories, with emphasis on early identification strategies for at-risk youth. Her methodological expertise spans advanced statistics and innovative remote data collection techniques validated during pandemic conditions. Recent publications reveal three convergent research streams: computational modeling of attention biases in adolescent anxiety disorders, longitudinal prediction of language outcomes from infant multisensory processing, and neural correlates of risk assessment in social contexts. Cross-cutting themes include socioeconomic influences, bilingual exposure effects, and methodological adaptations for developmental neuroscience. Her honors include: Excellence in Research Award, Florida International University Department of Psychology (2022) Dissertation Year Fellowship, Florida International University Graduate School (2022) Best Thesis Award, Florida International University College of Arts, Sciences, and Education (2020) Following an NIMH T32 Postdoctoral Fellowship at Yale University Child Study Center, Dr. Edgar has secured competitive funding supporting her lab's multimodal research program. She mentors students in advanced analytical techniques while directing collaborative projects with Yale and Florida International University. The Child Attention and Development Lab employs integrated approaches including eye-tracking, EEG, and computational modeling to examine attention development. Recent work has pioneered remote assessment protocols for infant attention skills, maintaining research continuity during global disruptions while expanding methodological possibilities for developmental science.

• Reproductive Medicine
• Endocrinology
• Gynecology
• +۴ مورد دیگر

Anette Tønnes Pedersen serves as a Clinical Associate Professor in the Department of Clinical Medicine and as a teaching assistant in the Department of Public Health, Section of General Practice at the University of Copenhagen's Faculty of Health and Medical Sciences. Her work spans reproductive medicine, endocrinology, and gynecology with a focus on ovarian function and fertility preservation. Dr. Pedersen's research primarily addresses reproductive health challenges, with significant contributions to understanding ovarian function across different life stages. Her work encompasses Turner syndrome management, fertility preservation techniques, ovarian tissue transplantation, and the effects of environmental factors on reproductive development. She has conducted longitudinal studies tracking ovarian development from infancy through adolescence and investigated surgical interventions for female infertility. Her publication record demonstrates expertise in reproductive endocrinology, particularly in assessing ovarian reserve markers like Anti-Müllerian Hormone (AMH) and their predictive value for reproductive outcomes. Her recent work includes international collaborations on Turner syndrome registry data and studies on the impact of phthalate exposure on pubertal development. Dr. Pedersen maintains active clinical and research collaborations across Denmark's healthcare system, with publications appearing in high-impact journals including Endocrine Connections, Human Reproduction, Frontiers in Endocrinology, and Cancers. Her research has garnered significant attention, with multiple papers featured in policy sources, news outlets, and academic platforms.

• Developmental Psychology
• Nutrition and Child Development
• Eating Behavior
• +۳ مورد دیگر

Dr. Amy T. Galloway is a Professor in the Department of Psychology within the College of Arts and Sciences at Appalachian State University. She leads the Eating and Feeding Lab, where her research examines eating behavior across the lifespan, with a focus on developmental and contextual factors including parental feeding practices, socioeconomic position, and culture. Her educational background includes: NIH Postdoctoral Fellowship (2000-2003) in Developmental Psychology at Penn State Ph.D. (1998) in Biopsychology from the University of Georgia Certificate (1996) in Conservation Ecology & Sustainable Development from the University of Georgia M.S. (1994) in Animal Behavior from Bucknell University B.A. (1991) in Psychology from Furman University Dr. Galloway's research centers on the development of eating behavior from infancy through adulthood. Key interests include early infant feeding approaches, the development of food preferences and picky eating, normal and disordered eating patterns, parent-child food interactions, and community food systems. Her work integrates developmental psychology with nutrition science to understand how contextual factors influence eating behaviors and health outcomes. Her recent publications (2021-2025) show a strong focus on complementary feeding in infancy, maternal responsiveness to child feeding cues, and the relationship between feeding practices and child development (including language development). The research often employs longitudinal and observational methods and involves international collaboration, particularly with researchers in Italy. Dr. Galloway is actively involved in mentoring graduate students, as evidenced by student co-authorships on her publications. She is currently seeking a graduate student for Fall 2026 in Psychological Science or Clinical Psychology. While specific grant details are not provided, her ongoing research output suggests active funding support. The Eating and Feeding Lab, directed by Dr. Galloway, provides a collaborative environment for studying eating behavior across diverse populations and developmental stages. The lab's work contributes to both academic knowledge and practical applications for promoting healthy eating and thriving community food systems.

Jennifer Staceyمشاهده پروفایل

مدرس

• community music
• early childhood music
• life-long learning

Jennifer Stacey serves as an Early Childhood Music Instructor at the Laurier Academy of Music and Arts within Wilfrid Laurier University's Faculty of Music. Her role focuses on specialized music education for young learners and community engagement initiatives. Her research expertise centers on three interconnected domains: community music practices, early childhood music development, and life-long learning frameworks. She emphasizes accessible musical experiences that nurture cognitive and social growth from infancy through adulthood, with particular attention to inclusive pedagogical approaches in diverse community settings. As an instructor, Stacey develops curriculum for pre-college music programs and community outreach initiatives. Her teaching philosophy integrates experiential learning with developmental psychology principles, creating structured yet flexible musical environments for young children. The Laurier Academy provides resources for community-based music education programs serving regional families and educators.

• Special Education
• Autism Spectrum Disorder
• Respite Care
• +۳ مورد دیگر

Alyssa Soohoo serves as an Assistant Professor in the School of Education within Adelphi University's Ruth S. Ammon College of Education and Health Sciences, specializing in special education with emphases on autism spectrum disorders and intellectual disabilities. Her work bridges academic research and practical classroom application through teacher training and family support initiatives. Her academic credentials include: PhD in Special Education (Autism/Intellectual Disability) from Columbia University (2019) Dr. Soohoo's research investigates respite care systems, caregiver well-being dynamics, and pre-service teacher preparation for autism education. She examines how structured respite interventions—including vacation experiences—affect family stress levels and quality of life, while developing evidence-based strategies for supporting educators working with neurodiverse students. Her pandemic-era research specifically addresses crisis-responsive caregiving frameworks. Her publication timeline (2009-2022) reveals evolving priorities from foundational instructional techniques (e.g., video modeling for vocational skills) toward contemporary systemic challenges like pandemic-related caregiver strain. These works, primarily featured in autism-focused practitioner journals, consistently prioritize actionable insights for educators and service providers over theoretical discourse. No scientific awards are documented in her current faculty profile. Teaching constitutes her primary documented professional activity, with no explicit references to graduate student advising, external research grants, or laboratory leadership. Her course portfolio spans infancy/early childhood inclusive methods through advanced special education curriculum design and assistive technology applications.

• Developmental Psychology

Jacqui Smith serves as a Professor and Co-Speaker of the International Max Planck Research School for the Life Course (IMPRS LIFE) at the University of Michigan. Her research centers exclusively on Developmental Psychology, examining psychological processes across the human lifespan through interdisciplinary frameworks. This work integrates cognitive, social, and biological perspectives to understand age-related changes from infancy to old age. As Co-Speaker for LIFE Michigan, she leads academic strategy for the program's doctoral training initiatives within the broader IMPRS LIFE network spanning Berlin, Virginia, and Zurich campuses.

Doris Chowمشاهده پروفایل

استادیار

• Multisensory Perception
• Cognitive Neuroscience
• Developmental Psychology
• +۲ مورد دیگر

Doris Chow is an active Assistant Professor of Psychology at St. Thomas University (STU), where she has served on faculty since 2022. Her research laboratory focuses on multisensory perception and cognition, investigating how humans integrate sensory information across the lifespan through experimental studies with human participants. She teaches core psychology courses including Introduction to Psychology, Perception, and Visual Perception, while mentoring undergraduate researchers in experimental design and scientific communication. Her educational background spans a Bachelor of Social Sciences and Master of Philosophy from the University of Hong Kong, followed by a Ph.D. in Developmental and Brain Sciences from the University of Massachusetts Boston and postdoctoral training at the University of British Columbia Vancouver. Dr. Chow's research examines the neural mechanisms of multisensory integration, with emphasis on how perceptual abilities evolve from infancy through adulthood and the consequences when these processes malfunction. Her work bridges experimental psychology, vision science, and developmental neuroscience through controlled laboratory experiments. Current research trends in her publications reveal consistent focus on cross-modal interactions (particularly audio-visual and audio-tactile), developmental trajectories of perception, and the neural underpinnings of sensory integration. Recent work increasingly incorporates infant studies and computational approaches to understanding perceptual organization. Scientific recognition includes: NSERC Discovery Grant (awarded summer 2024) Harrison McCain Foundation research funding Dr. Chow maintains an active mentoring program where students develop research skills through honors theses and NSERC-funded projects. Her lab has produced multiple conference presentations at venues like Vision Sciences Society and Science Atlantic, with recent graduates accepted into competitive graduate programs including the Max Planck School of Cognition. She collaborates with community partners such as the Museum of Science in Boston (2014-2018) and continues this outreach approach at STU. The Multisensory Perception and Cognition Laboratory involves undergraduate researchers in all stages of experimental work, from participant recruitment to data analysis. Current projects examine haptic exploration strategies, sound-shape correspondences, and optic flow perception, with strong emphasis on developing students' academic writing and technical skills for research careers.

Sangeeta Guptaمشاهده پروفایل

استادیار

• Developmental Psychology
• Cognitive Psychology
• Cross-Cultural Psychology
• +۳ مورد دیگر

Sangeeta Gupta serves as an Assistant Professor of Psychology within the Psychology & Counseling department at Hood College, where she has been an active faculty member for the past five years. Based in Frederick, MD, she brings a distinctive cross-cultural perspective shaped by her upbringing across India, Japan, Canada, and Las Vegas. Her academic foundation includes: Bachelor of Science (B.S.) from McMaster University Master of Arts (M.A.) and Doctor of Philosophy (Ph.D.) from the University of Nevada, Las Vegas Dr. Gupta's research program investigates the developmental trajectories and cognitive overlaps between language, music, and mathematical abilities across the lifespan—from infancy through adulthood. She employs rigorous cross-cultural methodologies to identify universal patterns versus culture-specific variations in cognitive development, with particular emphasis on how these domains interact and influence one another during critical learning periods. This interdisciplinary approach bridges cognitive neuroscience, developmental psychology, and cultural anthropology. No scientific awards were documented in the available biographical materials. While the current profile does not specify active advisees or externally funded research grants, her ongoing investigations into cross-domain cognitive development suggest continuous scholarly engagement with potential mentorship of graduate students in developmental psychology research.

Andrew Williamsمشاهده پروفایل

مدرس ارشد

• Public Health
• Psychology
• Social Sciences
• +۳ مورد دیگر

Andrew Williams serves as Senior Lecturer and Co-Director for the Scottish Collaboration for Public Health Research and Policy (SCPHRP) within the University of Edinburgh's School of Health in Social Science. His academic work bridges public health, psychology, and social sciences, with emphasis on evidence-based interventions for vulnerable populations across Scotland and international contexts. His research portfolio encompasses: Child and adolescent mental health development Environmental determinants of health (urban biodiversity, air quality) Nutritional transitions in migration contexts Digital healthcare accessibility in rural communities Recent publications reveal methodological diversity through mixed-methods longitudinal studies, systematic reviews, and natural experiments focused on translating research into public health policy. Key thematic threads include life-course health trajectories from infancy to adolescence and context-specific intervention design for underserved populations. As Principal Investigator, Williams leads five major funded projects including National Institute for Health Research initiatives on rural digital healthcare barriers and the expansive PHIRST Elevate program (2024-2029). His grant portfolio demonstrates strong institutional partnerships with NHS Scotland, Medical Research Council, and international collaborators in Ethiopia. He actively contributes to research teams through SCPHRP and cross-institutional collaborations, particularly in developing frameworks for health-promoting school environments and policy-responsive intervention studies.