جستجوی استاد راهنمای دانشگاهی

Marcia Barnesمشاهده پروفایل

استاد

• Cognitive Processes in Learning
• Learning Disabilities
• Reading Comprehension
• +۷ مورد دیگر

Marcia Barnes is the Dunn Family Chair in Psychoeducational Assessment and a Professor of Special Education at Vanderbilt University's Peabody College, Department of Special Education. Her research focuses on understanding and addressing learning difficulties in reading comprehension and mathematics among children with neurodevelopmental disorders and those at risk for learning disabilities. Her research interests include: Cognitive and linguistic processes in reading and math disabilities Development of assessment tools for inferential comprehension Design and evaluation of interventions for early mathematics and reading comprehension Co-occurring reading and math disabilities Technology-assisted and combined cognitive-academic interventions Her work employs longitudinal studies, randomized controlled trials, and meta-analyses, and has been supported by federal funding from the Institute of Education Sciences (IES) and the National Institutes of Health (NIH). Her publications appear in top journals such as Scientific Studies of Reading , Journal of Educational Psychology , and Neuropsychology . Marcia Barnes is the author of numerous peer-reviewed papers, book chapters, and a widely used book on learning disability identification and intervention. She leads the Barnes Lab at Vanderbilt, which is dedicated to improving outcomes for children with or at risk for learning disabilities through rigorous research. Ph.D. in Psychology, McMaster University, 1988 Postdoctoral Fellowship, Research Institute, The Toronto Hospital for Sick Children, 1988–1991 She advises students and leads research teams in the Barnes Lab, focusing on innovation in assessment and intervention for learning disabilities. While specific advisees are not listed, her federally funded projects suggest active mentorship and collaboration. Her lab explores future directions in technology-enhanced learning and integrated cognitive-academic supports. The Barnes Lab conducts cutting-edge research on: Risk factors for co-occurring math and reading disabilities Intervention efficacy through randomized trials Development of novel assessment instruments Technology-assisted learning tools Longitudinal trajectories of learning difficulties

Zsófia Zvolenszkyمشاهده پروفایل

دانشیار

• Philosophy of Language
• Formal Semantics
• Metaphysics
• +۴ مورد دیگر

Zsófia Zvolenszky is an Associate Professor at the Department of Logic, Institute of Philosophy, Eötvös Loránd University (ELTE). She earned her Ph.D. in Philosophy from New York University (2007) and is a Marie Curie Fellow (2016-2018). Her research focuses on the semantics of natural language, including proper names, indexicals, and modal logic, with a special emphasis on fictional discourse and relevance theory. Ph.D., Philosophy, New York University Marie Curie Fellow, Slovak Academy of Sciences Head of the Analytic Philosophy Ph.D. Program at ELTE Her recent work explores the intersection of literal and figurative meaning, particularly metaphor and malapropism, using relevance-theoretic frameworks. She has edited the Hungarian anthology Metaphor, Relevance, Meaning (2015/2016) and coordinates interdisciplinary collaborations through the Erasmus Collegium Language Research Group . Scientific awards include: Marie Curie Fellow (SASPRO, 2016-2018) She has supervised three Ph.D. students and secured two major grants: Principal Investigator, OTKA-NKFIH K-116191 (2016-2020) Senior Researcher, OTKA-NKFIH K-109456 (2013-2017)

Vibeke Grøverمشاهده پروفایل

استاد

• Language and reading comprehension in children
• Language minority children's learning
• Second language acquisition
• +۳ مورد دیگر

Vibeke Grøver is a Professor at the Department of Pedagogical Research, University of Oslo. Her work focuses on language and reading comprehension development for language minority children, with a emphasis on bilingual education, shared book reading interventions, and sociolinguistic factors influencing literacy. Education: Dr.polit., University of Oslo (1992) Master in Educational Psychology, University of Oslo (1982) Elementary School Teacher, University of Oslo (1977) Research Interests include second-language acquisition, early literacy for dual-language learners, home literacy environments, and teacher talk features in preschool settings. She leads projects like Teaching for text comprehension and has contributed to the DEAL (Development, Equality, and Literacy in Learning Contexts) research group. Article Trends show longitudinal studies on bilingual profiles, shared reading interventions, code-switching dynamics, and neighborhood demographic impacts on vocabulary. Key themes include scaffolding language minority students, cross-cultural comparisons (e.g., Chinese-Norwegian families), and teacher-student interaction patterns in multilingual preschools. Leadership Roles include Dean of the Faculty of Educational Sciences (2009–2012) and advisory positions for the Peder Sather Center at UC Berkeley (2012–2014). Research visits span Harvard, UC Berkeley, NYU, and East China Normal University.

• Philosophy of Mind
• Philosophy of Perception
• Philosophy of Psychology
• +۴ مورد دیگر

Anders Nes is a Professor in the Department of Philosophy and Religious Studies at NTNU in Trondheim. His research focuses on philosophy of mind, perception, language, and action, with notable contributions to debates on the perception-cognition distinction and the nature of conscious inference. He has held previous affiliations including Researcher at the Center for the Study of Mind in Nature (CSMN) in Oslo, and fellowships at Oxford University's Christ Church and Balliol Colleges. Nes actively participates in academic dissemination, including panel discussions on AI ethics and digitalization. He organizes the Trondheim Philosophy of Perception Circle and teaches advanced perception seminars. His work bridges analytic philosophy with cognitive science, emphasizing phenomenological and epistemological dimensions of mental processes. Research interests include philosophical aspects of artificial intelligence, non-conceptual content in utterance comprehension, and the phenomenology of thinking. Key themes in his writing address intentional processes, modular stimulus-control in perception, and the role of consciousness in inferential reasoning. Nes' recent articles explore reasons-responsive embodied processes and the epistemic roles of perception versus cognition.

• Family Literacy
• Early Literacy
• Child Development
• +۷ مورد دیگر

Julie Myre Bisaillon est chercheuse en éducation à l'Université de Sherbrooke, spécialisée dans le développement de la littératie précoce, l'éveil à la lecture et à l'écriture, et les pratiques éducatives en milieux ruraux et défavorisés. Ses travaux explorent les interactions entre les familles, les éducateurs et les communautés pour améliorer les résultats scolaires des jeunes enfants. Doctorat en Éducation (2004), Université de Sherbrooke Ses recherches couvrent: Les approches éducatives contextualisées La didactique du français Les troubles du langage écrit et oral La littératie familiale Les transitions préscolaire-scolaire Les méthodes inclusives pour enfants vulnérables Ses projets récents incluent: Implantation d’ateliers de lecture interactive en milieux ruraux défavorisés (2022-2023, CRSH: 94,257$) Programmes de littératie familiale pour organismes communautaires (2021-2023, FRQSC: 189,716$) Études sur l’inclusion en services de garde en milieu familial Ses publications analysent: L’impact des albums jeunesse sur le développement global Les stratégies pédagogiques pour élèves en difficulté Les synergies entre école, famille et communauté Elle a organisé plusieurs colloques internationaux sur la littératie, notamment à l'ACFAS (2013-2022) et des congrès en France, Suisse, Brésil et Afrique du Sud. Ses collaborations incluent des équipes interdisciplinaires (psychologues, enseignants, bibliothécaires) et des partenariats avec des ministères québécois.

Peter Martin Paschkeمشاهده پروفایل

پژوهشگر

• Applied Linguistics
• German Language Teaching
• Second Language Acquisition
• +۳ مورد دیگر

Peter Martin Paschke is a Senior Researcher at the Department of Comparative Linguistic and Cultural Studies , Ca' Foscari University of Venice. His research focuses on German as a Foreign Language (DaF) , particularly in the areas of L2 pronunciation , foreign accent perception , and language teaching methodologies . Position: Researcher Department: Comparative Linguistic and Cultural Studies Key Research Areas: Applied Linguistics, Second Language Acquisition, Pronunciation Studies Paschke's recent publications analyze phonetic challenges in Italian learners of German , including studies on prosody , focus accent placement , and cross-linguistic comparisons . He frequently collaborates with scholars like David Newbold and Ignacio Arroyo Hernández, contributing to edited volumes and journal special issues on language acquisition and teaching. His academic work spans over four decades, with notable contributions to German-Italian linguistic contrasts , didactic resources , and empirical studies on language learners . While no specific awards or student supervision details are mentioned in the provided texts, his publications highlight expertise in language teaching , phonetic analysis , and cross-cultural communication .

Hendrik Härtigمشاهده پروفایل

استاد

• Influence of literacy skills on competency acquisition in physics
• Experimental skills in physics
• Influence of answer formats on test performance
• +۷ مورد دیگر

Prof. Dr. Hendrik Härtig is a faculty member at the University of Duisburg-Essen, affiliated with the Faculty of Physics and Department of Physics Education. His academic career spans roles such as Chair of Physics Education (since 2016), Junior Professorship at the Leibniz Institute for Science and Mathematics Education (2011–2016), and postdoctoral research at UDE (2010–2011). Doctorate in physics education (2010, University of Duisburg-Essen) Studied physics at University of Bonn (2001–2003) Graduate of physics, educational sciences, and social sciences (2003–2006, UDE) His research focuses on: Interplay between literacy and physics competency acquisition Experimental skills development in science education Impact of answer formats on assessment performance School-to-vocational transition in technical fields Analysis of his 15 most recent publications reveals trends in: Meta-analytical studies on text comprehension in STEM Cognitive strategies for problem-solving instruction Media integration in science classrooms Control-of-variables strategy (CVS) training Comparative studies of narrative vs. expository texts Accessibility of scientific language ("leichte Sprache") He leads the Härtig group on Physics Education and contributes to institutional governance via memberships in the Senate of the University of Duisburg-Essen and the Faculty Council of Physics. He also chairs the scientific advisory board of the Junior University Essen and the Institute for Key Scientific Competencies (IwiS).

Hannah Rohdeمشاهده پروفایل

استاد

• Psycholinguistics
• Language Processing
• Discourse Coherence
• +۳ مورد دیگر

Professor Hannah Rohde is a faculty member at the University of Edinburgh within the College of Arts, Humanities and Social Sciences . Her research focuses on psycholinguistics , language processing , and pragmatic considerations in discourse coherence and informativity. Research Interests : Discourse-level pragmatic influences on language processing Speaker-listener alignment in cooperative communication Contextual prediction and lexical anticipation Publications : Recent work includes studies on discourse markers, informativity expectations, and cognitive strategies in referential choice. Teaching & Supervision : No explicit details provided in the scraped text.

Fruzsina Krizsaiمشاهده پروفایل

استادیار

• Pragmatics
• Linguistic variability
• Experimental pragmatics
• +۳ مورد دیگر

Fruzsina Krizsai is an Assistant Professor at the Department of Modern Hungarian Linguistics , Eötvös Loránd University . Her academic work focuses on pragmatic features of spoken and written texts across genres, including funeral valedictions and Hungarian dialect content on social media. She serves as a research platform member for Linguistic Heterogeneity and Social Participation and contributes to the SLoW (Sociolinguistics of Writing) project (2025-2028) . Responsibilities: Institute website manager, departmental communication officer, and training manager for proofreading professional development. Teaching: Undergraduate courses in oral/written communication, stylistics, media literacy, typography, and document editing. Her research integrates functional cognitive linguistics and experimental pragmatics , with a focus on metaphor comprehension, speech act processing, and interpretive structures in Hungarian. She collaborates with the Style Research Group of the ELTE DiAGram Center and participates in civil dialectology initiatives. Article analysis reveals trends in dialectology , pragmatic theory , and multimodal discourse . Her work bridges language variation , contextual inference , and interdisciplinary genre studies . Key projects: SLoW (2025-2028), DiAGram Functional Linguistics Workshop, and collaborative citizen science dialect research. She employs methodologies from Bakhtinian theory , functional pragmatics , and cognitive development studies .

Lisa Sousaمشاهده پروفایل

استادیار

• Special Education
• Disability Assessment
• Assistive Technology
• +۳ مورد دیگر

Dr. Lisa Sousa is an Assistant Professor in the College of Liberal Arts, Business, Social Science, and Education at Franklin Pierce University. She teaches courses including Assessment, Teaching and Learning in a Democratic Society, Play and Human Development, Literacy Across the Curriculum, and specialized methods courses in social studies and communication. Her academic background includes a Ph.D. in Special Education from Texas Woman’s University, an M.A. in Special Education from California State University, Northridge, and a B.A. in Communicative Disorders. Research Focus Dr. Sousa's research centers on Special Education innovations, particularly in Disability Assessment , Assistive Technology , and AI applications in education . She explores generative AI for reading comprehension support, evidence-based literacy interventions, tele-assessment methodologies, and technology integration for students with learning disabilities. Her work bridges diagnostic practices with emerging educational technologies. Publication Trends Her recent scholarly output demonstrates a strong focus on AI's role in special education (particularly ChatGPT applications), innovative assessment systems for online/hybrid environments, and evidence-based literacy strategies. Publications frequently address technology ethics, policy implications, and practical implementations for diverse learners. Awards and Honors International Anthology Exemplary Course Program Award (Practicum & Multi-Tiered Systems of Support, 2022) Top Academic Program Assessment, SACSCOC Program Peer Review (2022) Omega Gamma Chi Honor Society Faculty Award (2022) Golden Key Honor Society (2011) Sondra Bonnington Award, Texas Woman’s University (2010) Grants and Service Grant funding includes Undergraduate Faculty Development Awards for AI/literacy research (2024-2025) and a Hyflex Instruction research grant (2022). Dr. Sousa holds leadership roles including: Board of Directors, Council for Exceptional Children (New Hampshire) State Unit Leader for New Hampshire (CEC National Board) Community Action Network Coordinator & State Policy Advocate Special Education Legislative Summit participant (Congressional advocacy)

Kathryn Leechمشاهده پروفایل

استادیار

• Early Childhood Development
• Language Development
• Literacy Education
• +۳ مورد دیگر

Kathryn Leech is an Assistant Professor at the University of North Carolina at Chapel Hill’s School of Education. She leads the Early Learning Lab, focusing on how parent-child interactions influence early language, literacy, and cognitive development. Her work bridges developmental psychology and education, with a commitment to translating research into practical strategies for families. Leech holds a Ph.D. in Human Development from the University of Maryland and a B.A. in Psychology from Kenyon College, with postdoctoral training at Harvard and Boston University. Her research emphasizes STEM conversations, the impact of interventions like the R.E.A.D.Y. Early Literacy App (collaborating with Harvard/MIT), and neuroimaging studies on language disparities. Key projects include NSF-funded work on gender differences in science talk and the BEE Lab collaboration on brain development linked to parental language input. Leech has received the 2025 Hettleman Prize and oversees a lab comprising graduate/undergraduate researchers. She teaches courses in early childhood education and has advised numerous students. Her work aims to address equity gaps in STEM and literacy through evidence-based practices.

Katalin Egyedمشاهده پروفایل

مدرس

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

Katalin Egyed is a Lecturer at the Institute of Psychology, Eötvös Loránd University, specializing in Cognitive Psychology. She is habilitated as an associate professor, indicating advanced scholarly qualification despite her current lecturer title. Her work bridges developmental psychology and healthcare policy. Institute of Psychology, ELTE Department of Cognitive Psychology Her research focuses on early childhood cognitive development , particularly how infants interpret intentionality , ostensive-communicative cues , and social learning mechanisms . She also investigates public health policy , analyzing biosimilar drug accessibility in Eastern Europe. Scientific monitoring of early childhood feeding-sleep disorder interventions reveals her applied clinical interests. Key methodologies include experimental studies on imitation flexibility , symbolic representation , and cultural knowledge transfer across age groups. Her publications span neurophysiology, pediatrics, and policy analysis, reflecting interdisciplinary engagement. While no explicit awards are documented, her habilitation underscores significant academic contributions.

• Privacy
• Information Theory
• Data Security
• +۳ مورد دیگر

Sara Saeidian is a researcher at KTH Royal Institute of Technology's School of Electrical Engineering and Computer Science (EECS), specifically within the Information Science and Engineering department under the Intelligent systems division. She completed her doctoral dissertation titled "Pointwise Maximal Leakage: Robust, Flexible and Explainable Privacy" in 2024, establishing herself as a promising researcher in information-theoretic privacy. Dr. Saeidian's research program centers on developing a comprehensive framework for privacy-preserving systems with three essential criteria: explainability (operationally meaningful privacy guarantees), robustness (resilience against diverse adversaries), and flexibility (applicability across contexts and data types). Her primary contribution is the development and analysis of pointwise maximal leakage (PML) as a privacy measure that quantifies information leakage about a secret variable to a publicly available related variable. Her publication record from 2021-2025 demonstrates a cohesive research trajectory examining PML's theoretical foundations, composition properties, and practical applications. She has established critical relationships between PML and existing privacy notions like differential privacy, while challenging misconceptions about the impossibility of meaningful inferential privacy guarantees. Her work spans theoretical investigations of optimal privacy mechanisms under leakage constraints to practical applications in privacy-preserving machine learning frameworks like PATE. Dr. Saeidian's research has been published in premier venues including IEEE Transactions on Information Theory, IEEE Transactions on Information Forensics and Security, and proceedings of the IEEE International Symposium on Information Theory, reflecting the significance and quality of her contributions to the field of data privacy.

• Second Language Acquisition
• Educational Technology
• Multimedia/Hypermedia Learning Environments
• +۴ مورد دیگر

Prof. Gülcan Erçetin is a Professor of Foreign Language Education at Boğaziçi University’s Faculty of Education. She holds a Ph.D. from the University of Arizona (2001) and has held roles such as Chair of the Foreign Language Education Department and Associate Dean of the Faculty of Education. Her research focuses on second language learning in multimedia environments, mobile-assisted language learning, and the cognitive underpinnings of L2 reading, including working memory and eye-tracking studies. She has directed numerous theses and secured grants from the European Commission and TÜBİTAK. Awards include the YÖK Akademik Support Award (2015) and BÜVAK Research Excellence Award (2013). Her work bridges cognitive science and language education, with over 30 publications in journals like Applied Psycholinguistics and TESOL Quarterly . Education: Ph.D., University of Arizona (2001); M.A., Boğaziçi University (1995); B.A., Istanbul University (1990) Research interests emphasize technology-enhanced language learning and cognitive factors in SLA. Recent studies examine mobile gloss use, working memory’s role in L2 reading, and bilingual reading acquisition. She has led projects on literacy networks (COST Action IS1401) and mobile learning for at-risk youth. Awards highlight her contributions to applied linguistics and education. She serves on editorial boards for Computer Assisted Language Learning and TESOL Quarterly . Her teaching spans advanced research methods, second language testing, and program evaluation.

Angela J Thurmanمشاهده پروفایل

دانشیار

• Neurodevelopmental Disabilities
• Language Development
• Cognitive Development
• +۵ مورد دیگر

Angela J Thurman is an Associate Professor in the Department of Psychiatry and Behavioral Sciences at the University of California, Davis School of Medicine, with additional affiliation at the MIND Institute. She holds a B.A. in Psychology from the University of Colorado at Denver and both master's and Ph.D. degrees in Psychology from the University of Louisville. Her research examines language, cognitive, and behavioral development in neurodevelopmental disabilities, with particular focus on: Identifying developmental factors and limitations in autism spectrum disorder Language assessment methodologies for Down syndrome Intervention development for fragile X syndrome Behavioral phenotyping in Williams syndrome Her publication portfolio (2014-2021) demonstrates consistent focus on expressive language sampling methodologies, comparative studies of neurodevelopmental disorders, and parent-implemented interventions. Research frequently examines fragile X syndrome and autism spectrum disorder, with emphasis on clinical applications for assessment and treatment. Dr. Thurman maintains an active research laboratory at the MIND Institute and is currently accepting both PhD and Master's students for mentorship opportunities.