جست‌وجوی استاد و پژوهشگر

• Machine Learning
• Genomics in Clinical Care
• Pediatrics
• +۸ مورد دیگر

Flory L Nkoy, MD, MS, MPH, is a Research Professor in the Department of Pediatrics and Adjunct Faculty in the Biomedical Informatics Department at the University of Utah School of Medicine. She specializes in improving pediatric care for children with chronic diseases, leveraging machine learning, genomics, and digital health tools. Her research focuses on asthma management, implementation science, and healthcare quality improvement. Dr. Nkoy leads NIH-funded projects such as the electronic-AsthmaTracker (e-AT) app and MyChildCMC, a home-monitoring tool for children with medical complexity. She has extensive experience in grantsmanship, serving as Principal Investigator (PI) and co-Investigator (co-I) on federal awards like AHRQ, PCORI, and NIH R01 grants. Her work spans translational research, clinical outcomes analysis, and policy-driven interventions to reduce healthcare disparities. Dr. Nkoy also contributes to grant review panels for NHLBI, NINR, AHRQ, and PCORI. Education: MD from the University of Kinshasa, BS (Undergraduate) and MPH/MS from the University of Utah. Fellowships include the Institute for Healthcare Delivery Research and Kintambo Hospital. Languages: English and French. Key Projects: Developed e-AT to reduce asthma exacerbations, MyChildCMC for complex medical conditions, and machine learning models predicting asthma medication efficacy. Collaborative efforts include applying genomics to asthma treatment and integrating environmental data for pediatric research. Research Themes: Machine learning applications in healthcare, precision medicine for asthma, health services research, and implementation science to scale evidence-based practices. Over 100 peer-reviewed publications and conference proceedings demonstrate her interdisciplinary impact.

Cara Cashonمشاهده پروفایل

دانشیار

• Infant Cognitive Development
• Face Processing
• Algorithmic Bias in AI
• +۵ مورد دیگر

Cara Cashon, PhD, is an Associate Professor in the Department of Psychological and Brain Sciences and Associate Dean for Graduate Education in the College of Arts and Sciences at the University of Louisville. Her research focuses on infant cognitive development, face processing, and the effects of developmental disorders like Williams syndrome. She directs the Infant Cognition Lab, which investigates topics such as face recognition, emotion perception, and language acquisition in infants. Cashon holds a PhD from The University of Texas at Austin (2004) and a B.S. from The University of Iowa (1995). She teaches courses including Infant Cognition and Perception and Advanced Statistics. Her work has addressed algorithmic bias in AI tools and contributed to the ManyBabies collaborative project on replicability in developmental science. She advises doctoral students in the Psychological Science PhD program and has published extensively on infant development and neurodevelopmental disorders. Her lab collaborates with institutions like the Neurodevelopmental Sciences Lab (Carolyn Mervis) to study cognitive development in children with Williams syndrome.

Yang Zhangمشاهده پروفایل

استاد

• auditory neuroscience
• speech perception and production
• developmental psychology
• +۷ مورد دیگر

Yang Zhang is a Full Professor and Director of Undergraduate Studies in the Department of Speech-Language-Hearing Sciences at the University of Minnesota, Twin Cities. He also holds affiliation with the Masonic Institute for the Developing Brain. With over 233 publications and 59,364 reads on ResearchGate, Dr. Zhang has established himself as a leading researcher in auditory neuroscience and speech perception. Dr. Zhang's educational background includes a Ph.D. in Speech and Hearing Sciences from the University of Washington (2002) and an MA in Linguistics (psycholinguistics) from the University of Iowa (1997). His research focuses on brain plasticity across the lifespan, particularly examining neural signature markers for normal and pathological development of speech and language in socio-affective and cultural contexts. He employs an integrative approach combining top-down brain imaging techniques (high-density EEG, MEG, MRI, fMRI) with bottom-up construction through neural coding and computational modeling. Dr. Zhang's research has particularly emphasized speech perception in various populations including children with autism spectrum disorders, cochlear implant users, and second language learners. His lab has conducted extensive work on lexical tone perception, emotional prosody processing, and the neural mechanisms underlying language acquisition. Recent work has explored the application of artificial intelligence in communication sciences and disorders. Dr. Zhang serves as Section Chief Editor for Brain Sciences (MDPI) and Associate Editor for Developmental Science (Wiley), and is on the Editorial Board of the Journal of Speech, Language, and Hearing Research. His research has been recognized with awards including the Developmental Science Early Career Researcher Prize (2010) and the 2023 Brain Imaging Grant Award from the College of Liberal Arts. Developmental Science Early Career Researcher Prize (2010) 2023 Brain Imaging Grant Award from the College of Liberal Arts Dr. Zhang leads the Zhang Lab, which maintains an active research program with numerous ongoing projects examining brain plasticity in speech and language processing across different populations. The lab employs advanced neuroimaging techniques including EEG, MEG, and fMRI to investigate the neural mechanisms underlying speech perception, language acquisition, and emotional processing in both typical and atypical development.

Anna Borghiمشاهده پروفایل

دانشیار

• Embodied Cognition
• Abstract Concepts
• Language Grounding
• +۲ مورد دیگر

Dr. Anna Borghi investigates how concepts are grounded in sensory-motor and social experiences through the lens of embodied cognition. Her Words As social Tools (WAT) theory proposes that abstract concepts rely more heavily on linguistic and social experiences than concrete concepts. Central research themes: Neural and behavioral foundations of abstract concepts Role of language and inner speech in conceptual processing Social dimensions of conceptual representation Cross-cultural differences in concept formation Development of abstract thought in children Recent work employs multimodal methodologies including thermal imaging, motion tracking, and computational modeling. Publications demonstrate growing interest in real-world applications such as autism interventions and AI communication systems. Current projects examine conceptual processing during the COVID-19 pandemic and politeness strategies in human-chatbot interactions.

Ann X. Huangمشاهده پروفایل

دانشیار

• Special Education
• Autism Spectrum Disorders (ASD)
• Learning Disabilities (LD)
• +۷ مورد دیگر

Dr. Ann X. Huang is an Associate Professor in the Special Education program at Duquesne University's School of Education, specifically within the Department of Educational Foundations and Leadership. Her work focuses on assessments and education for children with Autism Spectrum Disorders (ASD) and Learning Disabilities (LD), emphasizing evidence-based behavioral interventions grounded in Applied Behavior Analysis (ABA) and Positive Behavior Supports. Education: She earned her Ph.D. in Applied Behavioral Analysis from Tennessee Technological University in 2007. Her research has been consistently funded through grants from organizations like the Pennsylvania Department of Public Welfare, Autism Speaks, and the ALCOA Foundation, totaling over $300,000 in principal investigator roles. Research Interests: Dr. Huang's work addresses transition planning, social skills training, and inclusion strategies for adolescents and young adults with disabilities. She has pioneered university-based transition programs and explored barriers faced by immigrant families accessing ASD services. Her studies include analyzing self-awareness in high-functioning ASD individuals and examining disparities in mental healthcare access for immigrant children with ASD. Grants & Contributions: Over 15 grants since 2008 highlight her leadership in transition planning research, including a focus on STEM support for college students with ASD. Her collaborative projects with colleagues like Dr. T. Hughes have explored ASD in criminal justice contexts and sexual offender populations. Labs/Teams: While specific lab names aren't listed, her work is conducted through Duquesne's educational programs and partnerships with agencies like the Bureau of Autism Services. She serves as an Associate Editor for Frontiers in Educational Psychology and maintains active memberships in ABAI, ACEI, and the Autism Society of America.

Emily Machadoمشاهده پروفایل

دانشیار

• Multilingual Education
• Early Childhood Literacy
• Educational Equity
• +۳ مورد دیگر

Emily Machado is an Associate Professor in the School of Education at the University of Wisconsin-Madison. She holds a PhD in Curriculum & Instruction from the University of Illinois at Chicago (2018), an MAT in English for Speakers of Other Languages from American University (2011), and a BS in Education and Social Policy from Northwestern University (2009). Her research focuses on multilingual literacy practices in early childhood classrooms, emphasizing translanguaging pedagogies and equity-driven educational approaches. Machado advocates for culturally sustaining practices that honor students' linguistic and cultural resources, particularly in linguistically diverse settings. Her work includes exploring how young children utilize their full communicative repertoires (languages, literacies, cultural practices) in writing, and how educators can create inclusive classroom spaces. Notable contributions address liberatory pedagogies, intergenerational learning, and dismantling carceral logics in education. Machado has been recognized with awards including the Literacy Research Association's Early Career Achievement Award (2023) and multiple dissertation awards from the American Educational Research Association (2019–2020). Machado's research extends to teacher education, examining how preservice teachers enact translanguaging strategies and resist linguistic ideologies that marginalize multilingual learners. Her community-focused initiatives include intergenerational storytelling workshops and collaborations with families to center culturally sustaining practices. She actively contributes to professional development programs for educators aiming to reimagine literacy instruction through an equity lens. Awards: Literacy Research Association Early Career Achievement Award, AERA SIG Early Career Award, and multiple Outstanding Dissertation Awards Key Themes: Translanguaging, Equity in Literacy Education, Early Childhood Pedagogy, Community-Based Learning Collaborations: Partnerships with urban schools, community libraries, and intergenerational programs

• Bilingual School Psychology
• Cognitive Assessment
• Learning Disabilities Identification
• +۳ مورد دیگر

Marlene Sotelo-Dynega is an Associate Professor and Graduate Director for School Psychology at St. John's University within the St. John's College of Liberal Arts and Sciences. She holds a Doctor of Psychology (2007) from St. John’s University, a Master of Arts (2001) and Bachelor of Science (1998) from Iona College. Her research focuses on bilingual school psychology, cognitive assessment, learning disabilities identification, and school neuropsychology. She has presented nationally and internationally, including at NASP conventions and Hanoi University of Education in Vietnam. Her teaching responsibilities include courses like Psychoeducational Assessment for Intervention, Assessment of Learning Disabilities, and School Psychology Internship Seminars. She has contributed to prominent publications such as the National Association of School Psychologists' Helping Children at Home and at School III and Essentials of Specific Learning Disability Identification . Her work emphasizes culturally responsive assessment practices for bilingual students and the impact of language proficiency on cognitive testing. She has conducted training programs for school psychologists in Vietnam and regularly presents on topics like RTI implementation and non-discriminatory assessment practices.

• Early Childhood Education
• Bilingual Education
• Play-Based Learning
• +۳ مورد دیگر

MaríaMercedes Champion serves as a Professor at University of the Potomac with over 18 years of classroom experience in early childhood education. She has additionally worked as a program coordinator and bilingual facilitator, advocating for young children through innovative teaching approaches. Educated across three countries—Colombia, Spain, and the USA—Champion brings an international perspective to her teaching practice. Her academic journey across diverse educational systems informs her culturally responsive methodology in early childhood development. Champion's research interests center on Early Childhood Education , Bilingual Education , and Play-Based Learning , with particular emphasis on creating rich language environments for young learners. She develops original songs and activities that integrate play with language acquisition, believing in the critical connection between joyful learning experiences and cognitive development in early childhood. Her work emphasizes practical applications that fellow educators can implement in diverse classroom settings to support multilingual development through playful engagement. As an active member of the educational community, Champion shares her methodologies and resources with fellow educators to promote collaborative learning and professional growth in early childhood education practices. She advocates for teaching approaches that honor children's natural curiosity while systematically developing language skills through play-centered activities.

Michelle Simmonsمشاهده پروفایل

دانشیار

• Special Education
• Educational Assessment
• Dyslexia Legislation
• +۱ مورد دیگر

Dr. Michelle Simmons serves as the Bill Piehl Professor of Education and Social Sciences at West Texas A&M University's Terry B. Rogers College of Education and Social Sciences. She joined the faculty in 2017 after completing her Ed.D. in Special Education at Texas Tech University. B.A. in Family Studies (Lubbock Christian University, 2006) M.A. in Special Education (Lubbock Christian University, 2009) Ed.D. in Special Education (Texas Tech University, 2017) Her research focuses on three key areas: educational assessment methodologies for students with special needs, university-based special educator training programs , and state-level dyslexia policy analysis . These interests intersect in addressing systemic challenges in special education diagnostics and teacher preparation. Recent publications demonstrate trends in: Advancing bilingual diagnostic tools Quantifying legislative impacts on learning disability identification Improving single-case research analysis through statistical modeling Dr. Simmons maintains active service through memberships in: Texas Educational Diagnosticians Association Council for Exceptional Children Learning Disabilities Association Council for Learning Disabilities

Natalie Dowlingمشاهده پروفایل

استادیار

• Multimodal discourse
• Language development
• Conversation analysis
• +۶ مورد دیگر

Natalie Dowling is an Assistant Instructional Professor of Psychology in the Master of Arts Program in the Social Sciences (MAPSS) at the University of Chicago's Division of Social Sciences. Dr. Dowling holds a PhD and MA in Comparative Human Development from the University of Chicago, where she also received a BA in Linguistics in June 2010. She completed her PhD in August 2022, indicating she is relatively early in her academic career. Dr. Dowling's research explores how people coordinate in face-to-face interaction with more than just words, examining the development of conversational tools from infancy to adulthood. She uses an interdisciplinary perspective studying multimodal discourse across the lifespan, integrating methods and theory from developmental psychology, conversation analysis, and psycholinguistics. Her work particularly focuses on the changing functions of co-speech gestures as children become collaborative conversationalists, investigating when and why children use gestures before words and what nonverbal messages children send when speaking. Her research primarily analyzes naturalistic interaction between children and caregivers in the Psychology Department's Language Development Project, a longitudinal study of communicative development. Her recent work examined how children spontaneously produce shrug gestures in early childhood and adolescence, demonstrating that while children produce shrug forms in infancy, they do not use them with adult-like functional flexibility even in adolescence. Her findings support the idea that pragmatic development is inherently multimodal, with verbal and nonverbal conversational skills developing together over a lengthy ontogenetic trajectory. Her scientific contributions include: Research on multimodal aspects of language development Studies of gesture development from infancy through adolescence Analysis of naturalistic parent-child interactions Integration of methods from developmental psychology and conversation analysis Dr. Dowling teaches general and introductory courses in psychology and the social sciences with a focus on practical application of quantitative, qualitative, and mixed methods. Her expertise allows her to teach intermediate and advanced coursework in first language development, applied methods in observational data analysis, multimodal conversation, and socialization of face-to-face interaction. She is currently teaching Perspectives in Social Science Analysis, From Data to Manuscript in R (D2MR), and It Goes Without Saying: Conversation in Context for the 2024-2025 academic year.

Louise Phillipsمشاهده پروفایل

دانشیار

• Early Childhood Education
• Citizenship Education
• Educational Research Methods
• +۳ مورد دیگر

Dr Louise Phillips is an Honorary Associate Professor in the School of Education at The University of Queensland. Her research focuses on children's citizenship, civic action, and storytelling pedagogies, emphasizing community engagement and social justice. She leads projects such as The Walking Neighbourhood and has contributed to studies on school attendance policies and global citizenship education. PhD in Education from Queensland University of Technology (2010) Key areas: child rights, early childhood education, and participatory methodologies Her work bridges theory and practice through creative approaches like child-led walks and arts activism. Recent projects include investigating data citizenship in Singaporean schools and global testing practices in Bangladesh. Publications span books like Young Children’s Community Building in Action and over 50 journal articles in outlets such as Educational Review and Global Studies of Childhood . She collaborates internationally on initiatives like the Spencer Foundation-funded Civic Action and Learning with Young Children . Her research highlights the importance of youth voice in environmental and policy decisions, as seen in studies on adult attitudes toward child participation in governmental decision-making.

Leonidas Doumasمشاهده پروفایل

مدرس ارشد

• Analogy
• Relational Reasoning
• Mental Representation
• +۳ مورد دیگر

Leonidas Doumas is a Senior Lecturer in Psychology at the University of Edinburgh’s School of Philosophy, Psychology and Language Sciences. He holds a PhD in Cognitive and Developmental Psychology from UCLA and has held academic positions at Indiana University and the University of Hawaii before joining Edinburgh in 2013. His research focuses on relational reasoning, analogy, cognitive development, and computational modelling, particularly exploring how distributed systems like neural networks represent and generalize relational concepts. He teaches courses in developmental science, cognitive science, and statistics, and actively supervises PhD students in these areas. Dr. Doumas’s work combines empirical studies with computational models to investigate topics such as cross-domain generalization, relational learning in children and adults, and the role of structured representations in cognition. His research also employs neuroscientific techniques like EEG and TMS to understand cognitive processes. He is a core member of the Edinburgh Cognitive and Neuroethology Lab (CNE) and leads initiatives in immersive virtual reality (VR) for neuropsychological assessment, such as the Virtual Reality Everyday Assessment Lab (VR-EAL). His educational background includes a PhD under John Hummel, Keith Holyoak, and Cathy Sandhofer at UCLA, followed by postdoctoral training in Linda Smith’s lab at Indiana University. His current projects emphasize the intersection of symbolic and connectionist approaches to cognition, with a focus on how structured representations emerge through experience. Research Interests: Relational learning, analogy, cognitive development, computational modelling, neural networks, and VR applications in cognitive science Teaching: Year 1/2 Psychology courses, Cognitive Science, and advanced options on neural networks and induction Advising: Open to PhD/MSc students interested in relational cognition, computational models, or VR applications Publications span topics from neural network limitations in language processing to mechanisms of hierarchical linguistic structure, with a focus on bridging computational and empirical cognitive science.

Hilary Richardsonمشاهده پروفایل

مدرس

• theory of mind
• cognitive development
• social cognitive development
• +۳ مورد دیگر

Hilary Richardson is a Lecturer in the Psychology division of the School of Philosophy, Psychology and Language Sciences at the University of Edinburgh, where she joined in August 2020. Her research investigates the relationship between social cognitive development and brain development in childhood using child-friendly neuroimaging methods. Education: PhD in Cognitive Neuroscience, MIT (Department of Brain & Cognitive Sciences, advisor: Dr. Rebecca Saxe) BS in Brain, Behavior, and Cognitive Science, University of Michigan Postdoctoral Research Fellow, Laboratories of Cognitive Neuroscience at Boston Children's Hospital & Harvard Medical School (with Dr. Charles Nelson) Research Focus: Dr. Richardson's work centers on theory of mind development and the emergence of specialized brain regions for social cognition. She examines when specialized neural circuits develop, what computations they perform, how neural changes support cognitive development, and which environmental/genetic factors influence these processes. Her lab employs innovative approaches including naturalistic fMRI paradigms with child-friendly stimuli to study typically and atypically developing children. Publication Trends: Recent work (2019-2024) spans theory of mind in sensory-deprived populations (blind/deaf children), preterm birth effects on brain structure, socioeconomic status interactions, and the development of specialized neural networks for faces/places/objects. She emphasizes open science through shared datasets and reproducible methods. Teaching & Supervision: Dr. Richardson serves as personal tutor for 3rd/4th year undergraduates, runs tutorials for Psych 2 and General Paper Exam, and advises undergraduate/MSc dissertations. She is Course Organiser for Brain Imaging in Cognitive Neuroscience and teaches fNIRS/fMRI modules. She currently supervises PhD student Katie McKinnon. Lab Leadership: She directs the Laboratory for Brain & Cognitive Development (part of Edinburgh's Wee Science group), which actively shares data/stimuli, pre-registers analyses, and investigates brain-cognition relationships in childhood through projects like the Theirworld Edinburgh Birth Cohort.

Sabina Savadovaمشاهده پروفایل

عضو هیئت علمی

• Digital Media in Early Childhood Education
• Parental Mediation of Technology
• Cultural Influences on Child Development
• +۳ مورد دیگر

Dr Sabina Savadova is a Teaching Fellow in Childhood Studies at the University of Edinburgh. Her work focuses on digital media practices in young children's lives, particularly in Azerbaijan and refugee family contexts, with expertise in participatory research methods like living journals. Thesis: 'Living journals: Young children, their digital practices and families in Azerbaijan' (2022) Supervisors: Professor Lydia Plowman and Dr Holly Linklater Research interests include digital media in early childhood , parental mediation strategies , and cultural influences on child development . She has pioneered the living journal method for studying family digital practices, with a focus on remote research adaptations and ethical considerations. Her publications analyze digital safety, literacy development, and refugee family integration through technology. While no scientific awards are highlighted in the provided text, her methodological contributions to participatory design and digital ethnography demonstrate significant impact in childhood studies. She contributes to educational frameworks through collaborative studio pedagogy and fieldwork guidance for University of Edinburgh researchers. Her work bridges cultural contexts across Azerbaijan, the UK, and New Zealand in digital media studies.

Victoria E. Mateuمشاهده پروفایل

استادیار

• Child Language Acquisition
• Bilingualism
• Heritage Language Acquisition
• +۴ مورد دیگر

Victoria E. Mateu is an Assistant Professor of Hispanic Linguistics at the Department of Spanish and Portuguese , University of California, Los Angeles (UCLA). Her research focuses on child language acquisition (monolingual/bilingual), heritage/second language acquisition, morphosyntax, and cross-linguistic insights. She explores topics like word segmentation, syntactic category acquisition, and language processing mechanisms in diverse populations. Recent work includes studies on Catalan consonant alternations, bilingual infants' word segmentation, and intervention effects in syntactic acquisition. She co-leads a grant-funded project ( UCLA Social Impact Collaborative Grant ) to diversify language development research in LA, focusing on Spanish-English bilingual children aged 0-6. Her contributions span experimental phonology, syntactic theories, and collaborative multi-lab research initiatives like the ManyBabies project. Key Research Themes: Bilingualism, morphosyntactic development, cross-linguistic syntax, infant language perception Awards: UCLA Social Impact Collaborative Grant (2024) Her work bridges theoretical linguistics and experimental methods, often collaborating with Nina Hyams, Megha Sundara, and other leading researchers. She presents at major conferences like BUCLD and the International Congress on Infant Studies, emphasizing both empirical rigor and real-world applications in language education.