جست‌وجوی استاد و پژوهشگر

• Developmental Psychology
• Educational Psychology
• Child Peer Relationships
• +۴ مورد دیگر

Dr. Elian Fink is an Associate Professor in the School of Psychology at the University of Sussex, focusing on developmental psychology and child social development. His research explores socio-cognitive antecedents of peer relationships, bullying behavior across neurotypical and neurodivergent groups, and parental influences on children’s social competencies. He holds a PhD in Developmental Psychology from the University of Sydney and has held academic roles including Senior Research Associate at the University of Cambridge and Visiting Scholar at the Centre for Family Research. Dr. Fink’s work is funded by grants such as the ESRC’s 'School Readiness: Connecting Viewpoints on Child and Family Well-being' and the LEGO Foundation’s study on children’s relationships through play. His research emphasizes longitudinal studies, cross-cultural comparisons, and collaborations with institutions like the Centre for Family Research and PEDAL at the University of Cambridge. Teaching interests include the Psychology of Childhood, Developmental Psychology, and Children’s Peer Relationships. He advises undergraduate, postgraduate, and PhD students, with drop-in hours for academic support. Key research themes include: Socio-cognitive foundations of peer relationships Bullying behaviors and neurodiversity Parenting and language environments in early childhood School readiness and well-being across cultures Recent studies investigate links between spatial language and numeracy, mental health trends during the pandemic, and cross-cultural validation of child well-being measures.

Robert Peharzمشاهده پروفایل

استادیار

• Probabilistic Machine Learning
• Tractable Probabilistic Models
• Artificial Intelligence
• +۶ مورد دیگر

Robert Peharz is an Assistant Professor at Graz University of Technology, where he leads research at the Institute of Machine Learning and Neural Computation. His work focuses on probabilistic machine learning, with particular emphasis on tractable probabilistic models, causality, and neurosymbolic AI. Education and Career PhD from TU Graz (Austria) in 2015 Postdoc at Medical University of Graz Postdoc and Marie-Curie Individual Fellow at University of Cambridge (2017-2019) Assistant Professor at Eindhoven University of Technology (2019-2021) Current: Assistant Professor at Graz University of Technology Research Interests Peharz's research spans multiple areas of artificial intelligence with a focus on making probabilistic reasoning both theoretically sound and practically efficient. His work addresses fundamental challenges in tractable probabilistic inference and learning, probabilistic circuits as a unified framework for deep generative models, Bayesian causal inference, and neurosymbolic AI combining sub-symbolic and symbolic approaches. His research has applications in cybersecurity, healthcare, and energy systems. Research Projects VENTUS (2024-present): Physics-informed, probabilistic and causal machine learning for wind energy systems NEO DNA (2023-present): DNA-based data storage systems using computer vision and probabilistic ML VanillaFlow (2023-present): AI-guided development of novel vanillin-based molecules for redox flow batteries Bilateral AI : Cluster of Excellence focused on Broad AI combining sub-symbolic and symbolic AI approaches Awards and Recognition Finalist for TUG's Excellent Teaching Award (2023) for all 3 of his courses Marie-Curie Individual Fellow at University of Cambridge Academic Service Peharz is actively involved in the academic community through conference organization and reviewing: Area Chair: UAI (2022), ECML/PKDD (2022) Senior Committee Member: UAI (2021), IJCAI (2019, 2020) Reviewer for major conferences including ICML, NeurIPS, AAAI, IJCAI-ECAI Teaching and Mentorship Peharz supervises multiple PhD students working on diverse projects at the intersection of machine learning, causality, and neurosymbolic AI. His current advisees include Sepideh Adamiat, Irina Dobrianski, Johannes Exenberger, Giacomo Di Gobbi, Tim d'Hondt, Christian Toth, and Thomas Wedenig. Previous students include Alvaro Correia, Martin Trapp, and David Montalvan.

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

Ildikó Király is a Professor at the Institute of Psychology, Eötvös Loránd University, Budapest, currently serving as Head of the Department of Cognitive Psychology and lecturer. Her research focuses on developmental psychology, particularly social cognition, imitation behavior, and theory of mind in early childhood. Key areas: Social Cognition , Developmental Neuroscience , and Cognitive Development Recent work examines preschoolers' exploration tendencies, joint action observation effects, and linguistic group membership's role in perspective taking. She leads the Social Minds Research Group , investigating how cultural knowledge transmission shapes cognitive development. Her 2021-2025 publications reveal trends in: Imitative behavior's sensitivity to social norms and group identity Memory flexibility in adapting to changing contexts Interactions between semantic processing and mentalization in social situations Comparative studies on human and non-human primate cognition

• Social Cognition
• Attention Mechanisms
• Action Observation
• +۵ مورد دیگر

Professor Andrew Bayliss is a Professor in Psychology at the University of East Anglia's School of Psychology, where he serves as Social Cognition Research Group Lead and UEA UOA4 Psychology REF coordinator. He joined UEA in 2011 after completing his PhD at Bangor University and holding postdoctoral fellowships with the ESRC, Leverhulme Trust, and University of Queensland. Undergraduate Degree: Bangor University PhD: Bangor University Postdoctoral Fellowships: ESRC, Leverhulme Trust, University of Queensland His research spans social cognition, attention-action interactions, and individual differences, with specific focus on face perception, eye gaze processing, and objects in social contexts. Utilizing methodologies including eye tracking, motion capture, EEG, and fMRI, his work examines how social cues guide attention and influence behavior. Current projects investigate gaze understanding development, interpersonal agency, and autism interventions using natural scenes. Analysis of his recent publications reveals a strong emphasis on social attention mechanisms, particularly gaze leading phenomena, interpersonal distance effects, and neural correlates of shared attention. His work increasingly integrates autism research with social cognition paradigms while maintaining core investigations into attentional orienting and agency perception. Bayliss actively contributes to the academic community through editorial roles at Psychological Review and Psychonomic Bulletin and Review, peer review activities, and consultancy work including the Social Neuroscience of Cinema Attendance project. He maintains international collaborations, notably with Paris Nanterre University. As Social Cognition Research Group Lead, he oversees a dynamic team investigating the neural and cognitive mechanisms underlying social interactions. His lab employs multimodal approaches to study real-time social processing, with recent work expanding into human-robot interaction and pandemic-related social adaptations.

Eylul Ceren Demirمشاهده پروفایل

استادیار

• Lacanian Psychoanalysis
• Clinical Psychology
• Anorexia Nervosa
• +۵ مورد دیگر

Eylul Ceren Demir serves as an Assistant Professor in the Department of Psychology at Adiyaman University's Faculty of Arts and Sciences, where she also holds the position of Vice Chair of Department since November 2023. She concurrently serves as a Visiting Professor at Middle East Technical University (METU) teaching Qualitative Research in Clinical Psychology (Fall 2023-Spring 2025) and taught Psychological Assessment at Ufuk University in Fall 2023. Her educational background includes an Integrated Doctorate in Clinical Psychology from Middle East Technical University (2018-2023) with a dissertation titled 'When the boundaries exceed: Thematic Analysis of Anorexia Nervosa in Lacanian Psychoanalysis,' a Master's degree in Psychology from Dokuz Eylul University (2016-2018), and a Bachelor's degree in Psychology from Çankaya University with 3.91/4.00 CGPA (2013-2016). Dr. Demir's research focuses primarily on Lacanian psychoanalysis, clinical psychology, and psychopathology, with particular expertise in eating disorders, trauma, suicide prevention, and qualitative research methods. Her work bridges theoretical psychoanalytic concepts with clinical applications, especially in understanding anorexia nervosa, post-disaster psychological trauma, and the therapeutic process. She has developed specialized knowledge in analyzing cinematic characters through psychoanalytic frameworks and examining cultural aspects of mourning and loss. Her publication record demonstrates a clear trajectory from foundational psychoanalytic concepts (2020-2021) toward increasingly specialized clinical applications (2022-2025), with recent work focusing on earthquake trauma, anorexia nervosa from Lacanian perspectives, and therapist development. Her articles consistently integrate psychoanalytic theory with empirical clinical observations, creating a distinctive methodological approach that combines qualitative analysis with Lacanian conceptual frameworks. As an academic leader, Dr. Demir serves as Editor for AYNA Clinical Psychology Journal (since 2022) and Field Editor for Adiyaman Social Sciences Journal (since 2024). She has supervised numerous graduate theses at METU and currently co-advises multiple doctoral students working on topics including neurodivergence in creative industries, OCD experiences, non-suicidal self-injury, and martyr letter analysis. Her clinical work through the AYNA Clinical Psychology Support Unit at METU (2020-2023) involved providing psychotherapy supervision to graduate students and coordinating clinical training processes. She has conducted nearly 1000 hours of therapy sessions with children, adolescents, and adults using psychoanalytic approaches. Dr. Demir remains active in the Freud-Lacan Psychoanalytic Association (since 2018) and serves on Turkey's Science Academy Psychology Terminology Working Group (since 2023).

Marcus Hasselhornمشاهده پروفایل

استاد

• Educational Psychology
• Developmental Psychology
• Learning Disorders
• +۵ مورد دیگر

Prof. Dr. Marcus Hasselhorn is Acting Director at DIPF | Leibniz Institute for Educational Research and Information and serves as a professor in the Department of Educational Psychology at Goethe University Frankfurt's Department 05 Psychology & Sports Science . His career spans over 25 years of leadership roles in educational research, including geschäftsführender Direktor (2012-2019) at DIPF and speaker of the Hessian LOEWE Center IDeA (2008-2019). Professor of Psychology (2007-present) at DIPF Former Director roles (2012-2019) and ongoing Scientific Board membership Leadership in Leibniz Research Network Bildungspotenziale (2013-2025) Research focuses on the ontogenesis of learning prerequisites , learning disorders , and educational diagnostics , particularly examining individual development and adaptive education for at-risk children. His recent work includes computerized learning assessment systems ( LONDI , iLearn ), language acquisition interventions ( BiSS-Transfer ), and inclusive education frameworks ( INCLASS ). Scientific engagement includes: President of German Psychological Society (2006-2008) Editorial leadership in Zeitschrift für Erziehungswissenschaft (2017-2024) Scientific Board member at IDeA Center (2008-present) Advisory roles in Mercator Institute (2013-present) and Kassel University Council (2010-present) Active in developing diagnostic tools like the Frostig Developmental Test of Visual Perception-3 and leading the BRISE initiative for early childhood education. Current projects address neurobehavioral development ( ReAL ), mental health in schools ( Mentale Gesundheit ), and language acquisition ( TRIO ).

• Child Language Disorders
• Developmental Language Disorder
• Autism Spectrum Disorder
• +۵ 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.

Tove Nilsson Gerholmمشاهده پروفایل

دانشیار

• Child Language Development
• Early Childhood Education
• Language Acquisition
• +۴ 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.

John S. Huttonمشاهده پروفایل

دانشیار

• Pediatrics
• Child Development
• Neuroscience
• +۵ مورد دیگر

Dr. John S. Hutton is an Associate Professor in the Division of General and Community Pediatrics at UT Southwestern Medical Center and an adjunct Associate Professor at Cincinnati Children’s Hospital Medical Center. He is a primary care pediatrician and researcher focusing on the impact of screen time and shared reading on child neurodevelopment. UT Southwestern Medical Center (Associate Professor) Cincinnati Children’s Hospital Medical Center (Adjunct Associate Professor) His research integrates neuroscience, digital media effects, and literacy promotion , using MRI and EEG to study how home reading and media environments shape preschool brain structure and cognitive development. Key trends in his recent publications include: primary care interventions for literacy promotion , neuroimaging of media exposure effects , validation of digital media and reading quality metrics , and cross-cultural studies on early childhood development . Dr. Hutton collaborates with organizations such as Reach Out and Read and the Children and Screens Institute , with funding from the National Institutes of Health and philanthropies. He has developed tools like ScreenQ (digital media assessment), Reading House (literacy screening), and DialogPR (shared reading quality metrics).

Jüri Allikمشاهده پروفایل

استاد

• Psychology
• Cognitive Science
• Cognitive Neuroscience
• +۴ مورد دیگر

Jüri Allik is a Professor of Experimental Psychology at the University of Tartu, Estonia, holding roles such as Head of the Institute of Psychology (2002–2013), Dean of the Faculty of Social Sciences (1996–2001), and Chairman of the Estonian Science Foundation (2003–2009). His research focuses on cognitive science, cross-cultural psychology, personality, and visual perception. He has been awarded the Estonian National Science Award twice and is a member of the Estonian Academy of Sciences since 2010. His academic contributions span editorial roles in journals like Journal of Cross-Cultural Psychology and Trames . Notable publications include studies on cross-cultural personality variations, visual perception theories, and neurobiological links to psychological traits. Awards highlight his impact in social sciences and neuroscience. Research interests integrate cognitive and affective neuroscience with cultural psychology, emphasizing global trait comparisons and perceptual mechanisms. His work often employs large-scale international collaborations, as seen in studies of self-esteem and personality across nations.

Xiaoli Fernمشاهده پروفایل

دانشیار

• Machine Learning
• Data Mining
• Graph Learning
• +۵ مورد دیگر

Xiaoli Fern is an Associate Professor in the School of Electrical Engineering and Computer Science at Oregon State University. She holds a Ph.D. in Computer Engineering from Purdue University (2005) and dual degrees (B.S. and M.S.) in Automation and Computer Science from Shanghai Jiao Tong University (2000). Her research focuses on applied machine learning , graph learning , and explainability in AI systems , with applications in microbiome analysis , ecological monitoring , and human-computer interaction . Research Expertise: Unsupervised learning, clustering, correlation analysis, outlier detection, and scientific data mining. Collaborations: Active involvement in the IGERT Ecosystem Informatics program and interdisciplinary projects with ecologists, roboticists, and biologists. Awards: 2011 NSF CAREER Award for early-career excellence in research. Her recent work includes applying deep learning to microbiome data and developing interactive systems that bridge theory with real-world applications in biology and materials science. She mentors students across all academic levels and emphasizes the importance of collaborative, real-world problem-solving in her research lab.

Senay Cebiogluمشاهده پروفایل

پژوهشگر

• Cross-Cultural Studies
• Developmental Psychology
• Child Development
• +۴ مورد دیگر

Senay Cebioglu is a Postdoctoral Researcher in the Department of Human Behavior, Ecology and Culture at the Max Planck Institute for Evolutionary Anthropology in Leipzig, Germany. Her work focuses on cross-cultural developmental psychology, examining how cultural contexts shape child development across diverse societies. She holds a Ph.D. from Simon Fraser University, Canada. Dr. Cebioglu earned her Ph.D. in Developmental Psychology from Simon Fraser University, Canada. Her academic background includes advanced studies in cross-cultural research methodologies, with a focus on developmental processes in sociocultural contexts. Her research interests center on understanding the impact of culture on early socio-cognitive development, particularly in infants and children. She employs mixed methods, including naturalistic and structured observations, experimental tasks, interviews, and questionnaires. Key areas of focus include the development of self-awareness—such as mirror self-recognition—and the relationship between cultural practices and well-being in indigenous communities, such as the Bantu and BaYaka groups in the Republic of Congo. Her work integrates perspectives from psychology, anthropology, and cultural evolutionary theory. Cebioglu’s publications explore cross-cultural comparisons in child development, including studies on child-directed speech, teaching strategies influenced by formal education, and phonetic variations in baby-talk across cultures. Her research consistently emphasizes the importance of cultural context in shaping developmental outcomes, with recent attention to the dynamics of cultural change and its effects on well-being. While no specific grants are detailed, her research is supported through collaborative projects, such as co-leading a multidisciplinary investigation into cultural change and well-being in Congo. No advisees are listed in the provided materials. She is part of the Department of Human Behavior, Ecology and Culture at the Max Planck Institute, which facilitates interdisciplinary research into human development and cultural evolution.

• Computational Modelling of Language Acquisition
• Visual Perception and Eye Tracking
• Technology in Learning
• +۳ مورد دیگر

Dr. Mike Pake is a Senior Lecturer at Anglia Ruskin University (ARU), affiliated with the Faculty of Science and Engineering and the Department of Psychology, Sport and Sensory Science in Cambridge. He joined ARU in 1996 when the Psychology course was established, and his work focuses on computational models of language acquisition, visual perception, and educational technology. Educations: PhD in Cognitive Science from the University of Edinburgh (Centre for Cognitive Science) MSc in Artificial Intelligence from the University of Edinburgh BSc in Psychology from the University of Stirling Research Interests: Mike’s research combines computational modeling of child language acquisition with visual perception studies using eye-tracking. He investigates how infants infer language syntax from speech and explores how eye-movement patterns influence face recognition and hazard perception. He also develops conversational learning tools via his company Psychonovo Publishing Ltd, creating interactive educational materials for voice/text interfaces. Teaching & Innovation: He teaches research methods and cognitive psychology, and his Psychonovo system is used for smartphone/laptop-based learning modules. He presented this work at ARU’s Digifest 2019. Labs & Collaborations: Member of the ARU Centre for Mind and Behaviour. Co-authored Cognitive Psychology for Dummies (2016) and its translations, and developed software for interactive learning systems.

• Ethnomusicology
• Linguistics
• Anthropological Linguistics
• +۵ مورد دیگر

Associate Professor Myfany Turpin is an Associate Dean of Indigenous Strategy and Services at the Sydney Conservatorium of Music, University of Sydney. Her research focuses on ethnomusicology, linguistics, and ethnobiology, with a particular emphasis on Central Australian Indigenous cultures. She collaborates extensively with Indigenous communities to document and revitalize endangered languages and performance traditions. Education & Research: PhD in Musicology (2005) Specialization in Kaytetye and Warlpiri language documentation Leader of ARC-funded projects investigating dingo lexicon and traveling songs Research Interests: Turpin explores intersections between language and music, including poetic meter in Aboriginal song-poetry and biocultural knowledge embedded in ceremonial practices. She develops innovative tools like the Kaytetyemoji app to support language revitalization. Grants & Collaborations: ARC Discovery Project (2025-2028): Dingo Lingo ARC Indigenous Discovery Project (2024-2029): Recirculating Travelling Songs Modularised Cultural Heritage Archives (2022-2024) Awards: Received Honorable Mention from International Council for Traditional Music (2021) for work on Warlpiri seed ceremonies. Labs & Teams: Co-director of Sydney Southeast Asia Centre and member of Charles Perkins Centre. Collaborates with Batchelor Institute and Australian Institute of Aboriginal and Torres Strait Islander Studies.

Helena Lindgrenمشاهده پروفایل

استاد

• Maternal Health
• Midwifery Practices
• Birth Injuries Prevention
• +۴ مورد دیگر

Helena Lindgren is a Professor at Karolinska Institutet and a visiting professor at the University of Gondar (Ethiopia) and the University of Nairobi (Kenya). Her research focuses on maternal and child health, particularly birth injuries prevention, midwifery-led care, and global health equity. She leads the MIDWIZE project to improve care in low-resource settings and the EMMA program addressing migrant women's healthcare needs. Academic roles: Professor in Reproductive Health, Department of Women's and Children's Health, Karolinska Institutet. International collaborations: Ethiopia, Kenya, Malawi, and Somalia through capacity-building programs. Research initiatives: MIMA model (reducing birth injuries), MIDWIZE (midwife-led care frameworks), and EMMA (migrant maternal care). She has published over 80 articles, authored textbooks on midwifery, and supervised 10+ doctoral students. Her work emphasizes evidence-based practices, cultural sensitivity, and midwife empowerment.