جستجوی استاد راهنمای دانشگاهی

Kristin Bernard, Ph.D. (University of Delaware, 2013), is an Associate Professor of Clinical Psychology at Stony Brook University’s Department of Psychology. Her research focuses on the neurobiological consequences of early adversity, parent-child relationships, and the efficacy of early parenting interventions such as Attachment and Biobehavioral Catch-up (ABC). She collaborates with Power of Two, a NYC-based nonprofit, and leads the Developmental Stress and Prevention Lab. Current grants include studies on epigenomics, maternal attachment representation, and community-based ABC interventions. Dr. Bernard’s work bridges clinical and developmental psychology, emphasizing prevention science and translational research. Education: Ph.D. in Clinical Psychology, University of Delaware, 2013. Research Interests: Child maltreatment, neurobiological impacts of early adversity, parenting interventions, psychobiology of attachment, and intervention efficacy. Her lab investigates mechanisms linking caregiving quality to child outcomes, including cortisol regulation, brain development, and behavioral compliance. Lab & Partnerships: Directs the Developmental Stress and Prevention Lab, focusing on high-risk populations. Collaborations include Power of Two for ABC implementation and NYC agencies like the Administration for Children’s Services. Current projects explore neighborhood influences on parenting (Geography of Parenting Study) and neural correlates of parenting behavior (SNAP study). Grants & Funding: Principal Investigator on NIH-funded projects (R03 HD099372, R01 MH119310) and co-PI on Stony Brook’s seed grants. Projects examine accelerated aging biomarkers and intervention effectiveness in community settings. Publications: Over 50 peer-reviewed articles and a co-authored book on ABC interventions. High-impact journals include Psychoneuroendocrinology , Development and Psychopathology , and Child Development .

• Child maltreatment
• Neurobiological consequences of early life adversity
• Parent-child relationships
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Peter Gordon is an Associate Professor of Neuroscience and Education and Cognitive Science in Education at Teachers College, Columbia University. He directs the Language and Cognitive Neuroscience Lab and holds affiliations with Biobehavioral Sciences, Human Development, and other departments. His research focuses on language acquisition, developmental neuroscience, cross-cultural numerical cognition, and MRI-based studies of language processing. Dr. Gordon earned a B.A. (Hons) in Psychology from the University of Stirling (Scotland) and a Ph.D. in Psychology from MIT. His fieldwork includes extensive studies with the Piraha in Amazonia, Brazil, and the Kadiweu in Mato Grosso do Sul, Brazil. His research interests span infant event representations, behavioral genetics of language, and the interplay between language structure and cognitive development. Notable contributions include work on anumeric cultures and the linguistic relativity hypothesis. Publications highlight cross-cultural studies, morphological processing, and cognitive neuroscience of language. He has conducted influential research on numerical cognition in Amazonian cultures and the genetic influences on language acquisition. Contact: pg328@tc.columbia.edu | Office: 1152 Building 528 | Lab: [Link Provided].

• Language Acquisition
• Developmental Neuroscience of Language and Cognition
• Cross-cultural Studies of Numerical Cognition
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Jonathan Santo is a Professor of Psychology at the University of Nebraska at Omaha (UNO), where he serves as Director of the Graduate Developmental Psychology Program and as a faculty member in the Office of Latino/Latin-American Studies. His research explores peer relations, cultural differences in self-esteem, and classroom-level influences on child and adolescent development, with a focus on improving school environments and fostering positive social interactions. ORCA Faculty Fellow His research spans broad areas including Developmental Psychology , Social Support Systems , and Cross-Cultural Peer Dynamics , with specific attention to peer victimization , self-continuity , school climate , and developmental trajectories in Brazilian and Colombian youth . Recent publications analyze topics like hikikomori experiences , friendship security , and HPA axis dysregulation in adolescents. Scientific awards include the ORCA Faculty Fellow recognition. His work often involves longitudinal assessments of peer relationships cross-cultural comparisons (Brazil, Colombia, China, Nigeria, Singapore, U.S.) policy-focused blog posts on family separations and school interventions

• Developmental Psychology
• Peer Relations
• Child and Adolescent Development
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Lance Rips is a Professor in the Psychology Department at Northwestern University , Evanston, IL. His research focuses on cognitive psychology, particularly concepts, reasoning, and autobiographical memory. Academic Rank: Professor Institution: Northwestern University Department: Psychology Department Contact: ripslab@gmail.com , rips@northwestern.edu Research interests include: Deductive and inductive reasoning Concepts of objects/events over time Causal cognition Mathematical thinking (numbers, non-Euclidean geometry) Informal argumentation and survey methodology His lab investigates foundational questions in cognition, with recent work on conditional reasoning, object individuation, and developmental understanding of substances. Publications span journals like Cognitive Science , Psychological Science , and Cognition .

• cognitive psychology
• reasoning
• concepts and categorization
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Steve Luck is a Distinguished Professor at the University of California, Davis, holding appointments in the Department of Psychology and the Center for Mind and Brain (CMB). He served as CMB Director from 2009–2019 and is affiliated with the UC Davis MIND Institute and the Center for Neuroscience. His research focuses on attention, working memory, and cognitive dysfunction in psychiatric disorders (e.g., schizophrenia), employing ERP recordings, eye tracking, and behavioral methods. He is a leading developer of ERP methodologies, including the ERPLAB Toolbox and global ERP Boot Camp workshops. Education: Ph.D., Neurosciences, UC San Diego, 1993 M.S., Neurosciences, UC San Diego, 1989 B.A., Psychology, Reed College, 1986 Research Interests: Dr. Luck explores mechanisms of cognitive control, with a focus on working memory's role in guiding attention. His lab investigates ERP correlates of attentional deficits in schizophrenia and develops standardized ERP protocols. Recent work emphasizes multivariate decoding of EEG signals and transdiagnostic neurocognitive biomarkers. Awards: Troland Award (2001) APA Distinguished Scientific Award (1998) McGuigan Young Investigator Prize (2004) Elected Fellow, Society of Experimental Psychologists and AAAS Teaching & Leadership: Professor Luck pioneered hybrid course formats in Cognitive Science and teaches advanced topics in perception and cognitive neuroscience. He co-founded the UC Davis Cognitive Science major and advocates for innovative undergraduate education models. Labs & Collaborations: The Luck Lab integrates clinical and basic research, collaborating globally on ERP method development and schizophrenia biomarker studies. Key projects include ERP Core resources and the CNTRACS consortium for neurocognitive reliability studies.

• Attention
• Working Memory
• Cognitive Neuroscience
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Dr. Catherine Crockford is Research Professor and Director of the Ape Social Mind Lab at the Max Planck Institute for Evolutionary Anthropology, affiliated with the Department of Human Behavior, Ecology and Culture. She co-directs the Tai Chimpanzee Project in Ivory Coast, studying habituated chimpanzee groups and sooty mangabeys. Her research examines primate social cognition, communication evolution, and neuroethology through behavioral observations, hormone sampling, and neuroimaging. Key interests include: Evolution of social bonding and cooperation mechanisms Maternal effects on offspring development Vocal communication and combinatorial signaling Neurobiological bases of social behavior Her publications demonstrate consistent focus on chimpanzee vocal combinatorics, stress physiology, social learning, and comparative neuroanatomy, often integrating field data with endocrine and imaging methodologies. She leads an ERC project investigating early-life influences on social skills and supervises 8 PhD students researching primate communication, social dynamics, and energetics. Laboratory infrastructure supports field endocrinology and collaborative neuroimaging studies.

• Primate Behavior
• Social Cognition
• Vocal Communication
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Alice Guerrini is a Research Fellow at the Interdepartmental Center for Mind/Brain Sciences (CIMEC) at the University of Trento, specializing in infant cognitive development and neural mechanisms of social cognition. Her research focuses on infant social cognition , particularly examining how infants process communicative signals, attribute mental states, and develop theory of mind. Key methodologies include electrophysiological recordings (ERPs, theta oscillations) to investigate neural correlates of belief attribution and agent recognition in infants as young as 4 months. Her work consistently explores false belief correction , non-human agency perception , and communicative information transfer during early development. Analysis of her 2025 publications reveals a cohesive research trajectory centered on neural anticipation mechanisms in infant social cognition. All seven papers investigate how infants process communicative cues through electrophysiological markers, with particular emphasis on theta oscillations for mental state attribution and N170 responses for agent recognition. The research spans multiple international conferences including Dubrovnik Cognitive Science, CogEvo, and Lancaster Infant Development conferences. Guerrini collaborates extensively with Eugenio Parise and Giulia Mazzi , forming a core research team at CIMEC. Her work demonstrates strong integration between developmental psychology and cognitive neuroscience methodologies to uncover foundational mechanisms of human social cognition.

• Cognitive Development
• Infant Neuroscience
• Social Cognition
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Nazım Keven is an Assistant Professor in the Department of Philosophy at Bilkent University since 2016. He holds a PhD from Washington University in St. Louis (2016) and an MA from Simon Fraser University (2009). His research focuses on Philosophy of Cognitive Science, Neurophilosophy, and Moral Psychology, with emphasis on memory, narratives, and human sociality. Keven received the Science Academy, Turkey’s Young Scientist Award (BAGEP) in 2020. Education: PhD (2016): Philosophy-Neuroscience-Psychology Program, Washington University in St. Louis MA (2009): Philosophy, Simon Fraser University Research Interests: Keven explores how episodic memory shapes moral behavior and social cognition. He investigates narrative structures in memory representation, the role of memory in ethical decision-making, and cognitive mechanisms underlying human sociality. His work bridges philosophy with neuroscience and psychology, addressing questions like whether episodic memory deters cheating or promotes altruism. Awards: Science Academy, Turkey’s Young Scientist Award (BAGEP) 2020 Advising/Grants: While specific grant details aren’t listed, Keven’s publications suggest active engagement in interdisciplinary research. He contributes to Bilkent’s philosophy community through initiatives like the Bilkent PhilFest and undergraduate programs like Prokopton. Labs/Teams: Participates in academic events including the annual Bilkent Philosophy Festival and leads reading groups in natural philosophy. Engages in outreach through projects like Lykeion (philosophy for high schoolers).

• Philosophy of Cognitive Science
• Neurophilosophy
• Moral Psychology
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Elena Martinez is Professor of Spanish and Latin American Literature in the Department of Modern Languages and Comparative Literature at Baruch College, City University of New York, with additional affiliation to the Department of Black and Latinx Studies. She has served on the faculty of the Latin American, Iberian and Latino Studies program at the CUNY Graduate Center since 2005. Her educational background includes a Ph.D. and M.A. in Spanish from New York University and a B.A. in Spanish from the University of Puerto Rico. Martinez served as Department Chair of Modern Languages and Comparative Literature from 2001 to 2015 and has directed the Paul André Feit Lectures on Latin American and Caribbean Cultures since 2008. Specializes in Latin American and Caribbean literatures with focus on women's and LGBTQ+ literature Expertise in diaspora studies, Afro-Caribbean literature, and gender representation Editorial board member of Chasqui: Revista de Literatura Latinoamericana since 1996 Author of three books including the influential Lesbian Voices from Latin America (1996, reprinted 2016) Her 15 most recent publications demonstrate consistent scholarly output across Latin American literary studies, with particular emphasis on Puerto Rican women writers, Cuban diaspora poetry, and erotic narratives. The works span journals such as Confluencia , Chasqui , and Revista Iberoamericana , reflecting her prominence in Hispanic literary criticism. Magna Cum Laude, University of Puerto Rico (1978) Antonio S. Pedreira Award (1978) Multiple PSC-CUNY research grants totaling over $13,000 Extensive editorial contributions to major literary journals Professor Martinez has directed over 20 PhD dissertations at the CUNY Graduate Center while serving on numerous tenure review committees at institutions including Northwestern University, NYU, and University of Pittsburgh. Her research has been supported by four PSC-CUNY grants focusing on Caribbean women writers, Cuban cinema, and Puerto Rican masculinities. She has organized significant academic events including the Paul André Feit Lecture series and co-organized conferences on Latin American women writers at the Americas Society and New School for Social Research.

• Latin American Literature
• Caribbean Literature
• Hispanic Caribbean Literature
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Lauren Bailes is an Assistant Professor in the Department of Psychology at Oklahoma State University, specializing in developmental psychology with a focus on caregiving dynamics and child development. Her interdisciplinary research integrates attachment theory and social information processing models to examine how caregivers' emotions, cognitions, and developmental histories influence parenting behaviors and children's emotional development. She employs longitudinal designs using observational, physiological, and wearable technology data to understand mechanisms for prevention and intervention efforts. Dr. Bailes holds a PhD in Psychology from the University of North Carolina Greensboro (2021) and completed a postdoctoral fellowship at Vanderbilt University’s Department of Psychology and Human Development (2021–2024). Her academic roles include teaching courses like Lifespan Development and supervising research practicum students. She currently teaches Developmental Psychology, Psychology of Parent Behavior, and Seminar in Human Development. Her research interests span infant sleep patterns, maternal mental health, intergenerational caregiving practices, and the psychosocial aspects of childbirth. She investigates how stressful life events and adverse childhood experiences impact caregiving behaviors and child outcomes. Recent work focuses on validating tools like the Reading the Mind in Infant Eyes Test and studying prenatal mental representations’ influence on caregiving. Dr. Bailes has secured grants including NIH funding for studying parent-child proximity and psychopathology (2022–2027) and a Peabody College grant for infant sleep interventions. She actively collaborates on projects addressing maternal feeding practices, emotion socialization, and caregiver sensitivity training. Her work emphasizes translating developmental science into practical strategies for supporting families and improving developmental outcomes.

• Developmental Psychology
• Child Development
• Parent-Child Relationships
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William Idsardi is a Professor of Linguistics at the University of Maryland, affiliated with the Program in Neuroscience and Cognitive Science and the Maryland Language Science Center. His research focuses on neurolinguistics, phonology, and psycholinguistics, combining experimental, computational, and theoretical approaches. Key areas include phonological abstraction mechanisms, the neural basis of speech perception, and the computational foundations of phonological patterning. His work bridges disciplines, investigating how phonological categories are represented in the brain using neuroimaging techniques like MEG. Notable contributions address the role of categorical perception in fricative sounds, the phoneme hypothesis, and computational complexity differences between phonology and syntax. Collaborative projects explore dialect perception, infant lexical learning, and cross-linguistic vowel systems. Publications span phonological theory, neuroimaging studies, and computational linguistics, emphasizing interdisciplinary methods. His research has implications for understanding language acquisition, speech disorders, and the evolution of linguistic structure. Labs associated with his work include the EEG/ERP Lab and Maryland Neuroimaging Center.

• Neurolinguistics
• Phonology
• Psycholinguistics
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Carla Cevasco is Associate Professor of American Studies at Rutgers University–New Brunswick, within the School of Arts and Sciences. Her research explores food, medicine, material culture, and the body in colonial North America, with a focus on hunger, gender, and race. Education: Ph.D. in American Studies, Harvard University A.M. in American History, Harvard University B.A. in English and American Literatures, Middlebury College Her scholarship investigates how Indigenous peoples and colonial settlers experienced and responded to hunger, as seen in her award-winning book Violent Appetites: Hunger in the Early Northeast (2022). She is currently working on Young and Hungry , a history of infant and child feeding in the U.S. Her research spans interdisciplinary fields including early American history, gender studies, medical humanities, and food studies. She also engages in public scholarship, contributing to The Atlantic , TIME , and Nursing Clio . The 15 most recent articles reflect a strong thematic focus on hunger, food systems, and embodiment in early America, often analyzing intersections of race, gender, and colonial power. Her work combines archival research with material culture analysis and public engagement, contributing to both academic and broader historical discourse. Scientific Awards: Early Career Faculty Fellow, Institute for the Study of Global Racial Justice at Rutgers (2024–25) Carla Cevasco mentors students in American Studies and advises on topics related to early American history, food, and gender. Though specific grants are not listed, her fellowship and publications suggest active research funding. She teaches courses including Introduction to American Studies, Learning from the Past: Early America and the 21st Century, and a Seminar in American Studies. She contributes to interdisciplinary academic communities at Rutgers, particularly in racial justice and public history. She is involved in scholarly networks that bridge history, American studies, and public humanities, though no formal lab or research team is mentioned in the provided texts.

• American Studies
• Early American History
• Colonial North America
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Nicolò Cesana-Arlotti is an Assistant Professor of Psychology at Yale University, with a Ph.D. from Pompeu Fabra University (2016). His work bridges developmental psychology, vision science, psycholinguistics, and philosophy to explore the origins of logical cognition in infants, children, and adults. Education: Ph.D., Pompeu Fabra University (2016). His research investigates how logical representations emerge in preverbal infants, their role in learning and decision-making, and the interface between language and non-linguistic cognition (e.g., vision). Key findings include evidence of logical reasoning in 12-month-olds and the developmental trajectory of disjunctive inference from infancy to adulthood. Recent publications highlight his focus on modal cognition, logical quantification, and the interaction between linguistic and perceptual systems. Studies span human infants, toddlers, adults, and non-human primates, revealing cross-species and developmental insights into logical frameworks. He employs innovative methods like pupillometry to measure cognitive engagement with alternative possibilities and examines how language acquisition shapes logical decision-making in preschoolers. His work has implications for understanding the cognitive architecture underlying human linguistic productivity and flexible learning.

• Logical Cognition
• Developmental Psychology
• Psycholinguistics
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Dr. Colleen Zori serves as a Senior Lecturer in the Baylor Interdisciplinary Core (BIC) at Baylor University, teaching Natural World I/II and World Cultures II/III. Her research investigates political-economic transformations in ancient societies through archaeological analysis of material culture, with dual fieldwork foci in the Andes and medieval Italy. Her academic credentials include: Ph.D. in Anthropology, University of California, Los Angeles (2011) M.A. in Anthropology, University of California, Los Angeles (2004) B.A. in Human Biology, Stanford University (2000) Dr. Zori's research centers on archaeological political economy , examining how shifts in political organization intersect with technological innovation, craft specialization, and exchange networks. Her Andean work analyzes Inka imperial strategies through metallurgical studies and ceramic analysis in Peru/Chile, while her Italian research investigates medieval political dynamics via ceramic production and glass trade at San Giuliano. Key specialties include: Andean metallurgical technology and ritual significance Imperial incorporation effects on local economies Funerary archaeology as political expression Interregional trade network reconstruction Material culture analysis of social change Her 2017-2023 publications reveal consistent methodological rigor across geographic contexts, with increasing integration of scientific techniques (ancient DNA, chemical analysis) while maintaining anthropological frameworks. Andean studies dominate early work, with Italian projects gaining prominence after 2018, reflecting strategic comparative development. As co-director of the San Giuliano Archaeological Research Project, Dr. Zori leads undergraduate fieldwork at a medieval castle complex, providing primary research experience in excavation methodology and material analysis. This Baylor study abroad program serves as both research platform and pedagogical innovation. The San Giuliano project operates as an international collaborative effort involving Baylor undergraduates, Italian scholars, and specialists in ceramic/glass analysis, focusing on long-term cultural transitions from Etruscan urbanism through medieval fortification systems.

• Archaeology
• Political Economy of Ancient Societies
• Andean Archaeology
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Laurel Perkins is an Assistant Professor in the Department of Linguistics at UCLA. She investigates first language acquisition processes, focusing on infants' syntactic and semantic comprehension using computational and experimental methods. Her work emphasizes how children leverage prior linguistic knowledge to process noisy input during grammar development. Perkins holds a PhD from the University of Maryland (2019) and previously conducted postdoctoral research at the Laboratoire de Sciences Cognitives et Psycholinguistique (ENS Paris). She leads research in the UCLA Language Acquisition Lab. Education PhD in Linguistics, University of Maryland, 2019 (Advisor: Jeffrey Lidz) Postdoctoral Fellowship, Laboratoire de Sciences Cognitives et Psycholinguistique, 2019–2022 Research Interests Noise-tolerant syntax learning mechanisms Non-local syntactic dependency acquisition in infancy Syntax-semantics bootstrapping in early verb learning Computational modeling of grammatical development Her research synthesizes behavioral experiments with formal computational models to explain how children construct grammars from imperfect input data. Recent work explores how infants represent syntactic structures like filler-gap dependencies and how visual perception interacts with linguistic learning. Awards & Grants None explicitly listed in provided texts. Lab Affiliations UCLA Language Acquisition Lab

• First Language Acquisition
• Syntax and Semantics Acquisition
• Computational Cognitive Modeling
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