جستجوی استاد راهنمای دانشگاهی

• Child Development
• Parent-Child Interaction
• Early Childhood Education
• +۳ مورد دیگر

Vonda Jump is an Associate Professor in the Social Work department at Utah State University's College of Arts & Sciences , based in the USU Brigham Region (Brigham City, Kaysville, Tremonton). Her work bridges social work and early childhood development, emphasizing practical interventions for family support. Vonda Jump’s research focuses on parent-child interaction , home visiting programs , and language development . She specializes in creating and validating tools like the PICCOLO (Parenting Interactions with Children: Checklist of Observations Linked to Outcomes) and HOVRS-A+ (Home Visit Rating Scales—Adapted and Extended to Excellence) to assess and improve parenting behaviors and home visit quality. Her studies often target low-income and migrant families, including Latino communities, to address disparities in child outcomes. Her recent work highlights trauma-informed instruction for student resilience and technology-based design for inclusive education, particularly with deaf/hard of hearing populations . She has contributed to understanding how maternal warmth, responsiveness, and structured activities like family bookmaking enhance child attachment, vocabulary, and self-regulation. Her research spans longitudinal analyses of parenting stress , temperament , and maternal language strategies in early childhood settings.

• Language Acquisition
• Communicative Development
• Child Development
• +۵ مورد دیگر

Anna Theakston is a Professor of Developmental Psychology at the University of Manchester where she holds the position of Head of Division for the Division of Psychology Communication and Human Neuroscience. She is also Co-director of the ESRC International Centre for Language and Communicative Development (LuCiD), a major research initiative focused on language development in children. Dr. Theakston completed her undergraduate degree in Psychology at the University of Nottingham and earned her PhD through research at the University of Manchester on early language development in children aged 2-3 years. She subsequently coordinated the Manchester-based Max Planck Child Study Centre before being appointed to her current professorship. Her research focuses on children's early language and communicative development during preschool and early school years, situated within a usage-based framework that emphasizes child-environment interactions and caregiver input. Her work spans multiple areas including early gestural communication, caregiver-child interactions, grammatical construction acquisition, grammatical error origins, inflectional morphology, and syntax-semantics-pragmatics interfaces in complex language development. She frequently conducts crosslinguistic comparisons and employs diverse methodologies from corpus analysis to behavioral experiments, often collaborating with computational modelers. Analysis of her recent publications reveals strong emphasis on children's comprehension and production of complex sentence structures, particularly adverbial and complement clauses, with investigations into how information structure, iconicity, and pragmatic factors influence language development. Her work increasingly examines applications in real-world contexts including schools, nurseries, and cultural institutions, with growing attention to supporting deaf children's communication development and multilingual education. Co-Director, ESRC International Centre for Language and Communicative Development (LuCiD) Active researcher with 111 research outputs including articles, datasets, and book chapters Recipient of research funding from ESRC and Max Planck Institute Professor Theakston supervises numerous PhD students investigating various aspects of language development, with recent projects examining tag questions, cultural institutions' role in language learning for minority populations, science interventions for deaf children, and Modern Foreign Language teaching in multilingual classrooms. Her research has practical impact through tools like the Teacher Toolkit for Teaching Primary MFL in Multilingual Key Stage 2 Classrooms and initiatives supporting deaf children's social communication skills. She maintains active collaborations with researchers across multiple disciplines and institutions, as evidenced by her extensive co-authorship network. Her work contributes to UN Sustainable Development Goals related to quality education and reduced inequalities.

Thad Starnerمشاهده پروفایل

استاد

• Wearable Computing
• Human-Computer Interaction (HCI)
• Augmented Reality
• +۷ مورد دیگر

Thad Starner is a Professor in the College of Computing at Georgia Institute of Technology and Technical Lead/Manager on Google's Glass. He directs the Contextual Computing Group (CCG), co-founded the Animal Computer Interaction Lab, and contributes to Georgia Tech's Ubicomp Group and Brainlab. A wearable computing pioneer since 1993, he has over 500 publications and 80 issued U.S. patents. Coined 'augmented reality' in 1990 Developed CopyCat for ASL learning in deaf children Invented Passive Haptic Learning for skill acquisition His research spans wearable interfaces for Deaf-hearing communication, dolphin interaction systems (CHAT), dog-handler communication (FIDO), and brain-computer interfaces for ALS patients. Current projects focus on optical aging simulation, XR input methods, and animal behavior telemetry. Recent publications (2023-2025) explore AR display ergonomics, AI-augmented reasoning, sign language recognition, and animal-computer interaction. His work has been featured in 60 Minutes, BBC, National Geographic, and Time Magazine. CHI Academy (2017) Lemelson-MIT Prize finalist White House Champions of Change finalist He advises graduate students in wearable systems and teaches AI and prototyping courses. His lab developed the Perceptive Workbench for gesture tracking and created early Eigenfaces research for face recognition.

Larissa Samuelsonمشاهده پروفایل

استاد

• Cognitive Development
• Early Word Learning
• Language Development
• +۵ مورد دیگر

Larissa Samuelson is a Professor in the School of Psychology at the University of East Anglia, specializing in developmental cognitive science with a focus on early word and category learning. She holds administrative roles including Director of Research (2018–present). Her research integrates neural network models with empirical studies to understand how children process information and learn language. Education: BS (Honors) in Psychology, Indiana University (1993) PhD in Psychology & Cognitive Science, Indiana University (2000) Research Interests: Cognitive development in early childhood Word learning mechanisms and neural models Executive function development Cross-cultural language processing Awards: American Psychological Association Distinguished Scientific Award (2010) European Research Council Grant (2025–2031) Recipient of Leverhulme Trust funding (2025–2029) Projects: System of shape representations in cognition Neural process theory of vocabulary variability Language processing in deaf individuals Lab & Teams: Leads the Developmental Dynamics Laboratory , focusing on precision science of word learning and ensuring equitable early language potential for toddlers.

Anna Shustermanمشاهده پروفایل

استاد

• Conceptual Development
• Language and Cognition
• Numerical Cognition
• +۲ مورد دیگر

Anna Shusterman is a Professor in the Psychology Department at Wesleyan University, where she has taught and directed research in the Cognitive Development Laboratories since 2007. She co-founded and serves as co-chair of Wesleyan's College of Education Studies, established in 2020. Her educational background includes: Bachelor's degree in Neuroscience from Brown University Graduate studies and post-doctoral fellowship at Harvard University's Laboratory for Developmental Studies under Elizabeth Spelke and Susan Carey Dr. Shusterman's research centers on conceptual development in children, with a focus on the interplay between language and cognition in spatial and numerical domains. She investigates how language shapes children's understanding of numbers and space, and develops methodological approaches for translating developmental science into practical preschool classroom applications. Her work explores how young children perceive and learn about the world through simple, engaging games. Analysis of her recent publications (2019-2025) reveals consistent emphasis on numerical cognition, language acquisition, and spatial reasoning. Key themes include language's role in math development, early numeracy in diverse populations (particularly deaf and hard of hearing children), and implementation of research-based math activities in preschool settings. Her work demonstrates how language exposure in any modality supports numerical concept development and how grammatical structures influence number word acquisition. Dr. Shusterman has secured significant research funding including NSF CAREER grants and collaborative research awards. She mentors undergraduate researchers in her laboratory and actively bridges academic research with practical educational applications through her work with the College of Education Studies. She directs the Blue Lab within Wesleyan's Cognitive Development Laboratories, located in Judd Hall. The NSF-funded lab conducts studies with children under 12 from central Connecticut preschools, schools, and daycare centers, using fun games to investigate how children think about numbers, space, language, and social concepts.

• Sign Language Linguistics
• Morphosyntax
• Semantics and Pragmatics
• +۸ مورد دیگر

Prof. Dr. Christian Rathmann is a Professor for Sign Language Interpreting at the Institute of Rehabilitation Sciences , Humboldt University of Berlin. His academic journey includes prior roles at the University of Hamburg, University of Bristol, and The Ohio State University. PhD in Linguistics (2005), University of Texas at Austin MA in Linguistics (2000), University of Texas at Austin Research Interests : Rathmann specializes in sign language linguistics , focusing on morphosyntactic processes, semantics, and pragmatics. His work explores L1/L2 acquisition , multilingualism, language contact, and the implementation of the CEFR for sign languages . He also investigates Deaf Studies , discourse analysis, and language rights within international contexts. Scientific Contributions include publications on verb agreement, language standardization, and bilingual co-activation. His 2024 work on Signbank 2.0 and VisuoLab emphasizes digital resources for sign languages. Alexander von Humboldt Polish Honorary Research Scholarship (2016-2020) Professional Engagement : Rathmann serves on editorial boards (e.g., Frontiers in Psychology ) and scientific committees, including the SignON Project and the German Deaf Association . He advocates for early sign language access and language rights for deaf children.

• Developmental Psychology
• Early Childhood Education
• Emotion Understanding
• +۵ مورد دیگر

Professor Marc de Rosnay is a faculty member at the School of Psychology , University of Wollongong, where he serves as Academic Director . He holds a D.Phil. in Developmental Psychology from Oxford University and has dedicated his career to understanding emotional and moral development in early childhood. Education : D.Phil. in Developmental Psychology, Oxford University (2002) His research explores how young children understand emotions, the interplay between emotion knowledge and their experiences, and the role of self-regulation and theory of mind in developmental outcomes. He has published extensively on topics including empathy, motor skill interventions, and educational quality assessment. Recent publications highlight his work on empathy and peer relationships, fine motor assessment tools, and educational leadership interventions. His grants focus on early childhood assessment, allied health pathways, and community-based interventions in vulnerable Australian populations. Scientific Awards : College Fellowship (Churchill College, University of Cambridge), Australian Research Council (ARC) Postdoctoral Fellowship He supervises PhD students in areas such as borderline personality disorder, moral motivation, and autism spectrum disorder interventions. He also contributes to policy through advisory roles with the NSW Department of Education and the Australian Government Department of Education and Training.

• Medical Education
• Genetics Communication
• Genetic Counselling
• +۳ مورد دیگر

Dr Saeeda Bhatti is a Lecturer in Medicine at the University of Glasgow's College of Medical, Veterinary and Life Sciences. She serves dual roles as Tutor in the Undergraduate Medical School and Tutor within the MVLS Education Hub, focusing on curriculum development and student mentorship across medical education programs. Her research centers on Medical Education , Genetics Communication , and Genetic Counselling , with specialized expertise in science outreach for primary schools and culturally responsive approaches for the deaf community. She develops innovative tools like patient decision aids for hereditary deafness and creates accessible genetics education materials addressing thalassaemia and health literacy barriers. Analysis of her 2017-2025 publications reveals a strategic pivot from oncology diagnostics to medical education innovation. Recent work (2020-2025) dominates her output, featuring international conference presentations at ESHG, AMEE, and ISDM events focused on health disparities, deaf healthcare access, and pandemic-responsive teaching methods like podcast-based medical education.

Matt Hallمشاهده پروفایل

استادیار

• Deaf Education
• Language Development in Deaf and Hard-of-Hearing Children
• Sign Language Linguistics
• +۴ مورد دیگر

Matt Hall serves as an Assistant Professor in the Department of Communication Sciences and Disorders at Temple University's College of Public Health, where he applies cognitive psychology and linguistics to improve outcomes for deaf and hard-of-hearing (DHH) children through evidence-based research and clinical applications. Education: PhD in Cognitive Psychology, University of California, San Diego MA in Cognitive Psychology, University of California, San Diego BA in Brain & Cognitive Sciences and American Sign Language, University of Rochester His research program centers on maximizing developmental potential for DHH children by addressing contradictory claims in clinical practice through rigorous empirical evidence. A secondary focus examines cognitive-communicative pressures in emerging languages using experimental semiotics to analyze homesign systems and new sign languages. This dual approach bridges theoretical linguistics with practical interventions for families and professionals. Recent publications (2020-2022) reveal consistent themes in language access assessment tools, critical deconstruction of communication mode frameworks, and dynamics of emerging sign languages. These works span speech-language pathology, deaf studies, and cognitive linguistics, emphasizing practical applications for educational and clinical settings while challenging established constructs in DHH research. Dr. Hall teaches undergraduate courses including "The World of Sign Languages" (CSCD 0816) and its honors section, plus graduate-level Research Methods in Communication Sciences and Disorders. His work involves collaboration with DHH communities, clinicians, and stakeholders to promote holistic well-being through evidence-based decision-making.

Barbara Sophie Hänel-Faulhaberمشاهده پروفایل

استاد

• German Sign Language (DGS)
• Language Acquisition in Hearing-Impaired Children
• Inclusive Education
• +۵ مورد دیگر

Prof. Dr. Barbara Sophie Hänel-Faulhaber is a Professor at the University of Hamburg’s Faculty of Education , specializing in German Sign Language (DGS) and audiopedagogy . Her research focuses on language acquisition and processing in DGS , particularly among deaf children and inclusive educational settings . She leads the Deafness, Language and Learning Lab (D2L) and contributes to the faculty’s core research area Literacy in Diversity Settings . Education: Dr. phil. in Sign Languages (University of Hamburg, 1999–2003) Magister Artium in Sign Languages, Linguistics (University of Hamburg, 1996–1999) Double Degree in Deaf Education, Elementary Education (LMU Munich, 1992–1996) Her work examines bimodal-bilingual education , iconicity in early sign learning , and structural conditions in inclusive daycare centers . She develops diagnostic tools like the DGS-Version of MBK 0 for assessing numerical competencies in deaf children. Current projects include Coactivation of Difference (2023–2026) and Sign4Inclusion (Math) (2023–2024). Scientific Awards: Institutional Prize for German Language 2023 Heinrich Böll Stiftung Promotionsstipendium (1999–2003) Wilhelm-Stiftung Post Doc Fellowship (2005) She collaborates with institutions like the Institute of German Sign Language and Deaf Communication and the Graduate School Martha Muchow , with recent publications spanning sign language diagnostics , inclusive pedagogy , and cross-modal literacy studies .

Danielle Matthewsمشاهده پروفایل

استاد

• Child Language Development
• Pragmatic Development
• Deafness and Communication
• +۴ مورد دیگر

Professor Danielle Matthews is a Professor of Psychology at the University of Sheffield's School of Psychology and an academic at the Interdisciplinary Centre of the Social Sciences (ICOSS). Her research focuses on how children learn language, particularly pragmatic development (e.g., communicative repair, referential adaptation) and the impact of deafness and socio-economic factors on language acquisition. She has pioneered interventions to support communication in deaf infants and families from disadvantaged backgrounds, collaborating with organizations like the BBC’s Tiny Happy People initiative. Research Interests: Pragmatic abilities in communication, language development in deaf children, socio-economic influences on language, and word learning mechanisms. Grants: Nuffield Foundation, BBC Education, Leverhulme Trust, and UKRI GCRF grants for projects on language interventions and communication development. Teaching: Undergraduate courses on Developmental Psychology and Pragmatic Development; postgraduate supervision and ethics training. Her work emphasizes practical interventions, such as video-based communication strategies for parents of deaf infants and randomized controlled trials to improve caregiver responsiveness. She has also explored how conversational experience shapes pragmatic skills and mitigates disparities linked to hearing loss or socio-economic status. Recent studies include investigations into the cognitive underpinnings of conversational skills in autistic children and the long-term mental health implications of early language delays. Her research bridges theory and practice, aiming to inform educational and clinical practices globally.

Jacqueline Leybaertمشاهده پروفایل

استاد

• Multimodal language perception
• Deafness
• Hearing disabilities
• +۶ مورد دیگر

Jacqueline Leybaert is a Professor at the Université libre de Bruxelles (ULB) in the Faculty of Psychological and Educational Sciences. She is a leading researcher in the LCLD (Language, Cognition, Learning, and Development) laboratory, focusing on multimodal language perception, particularly in the context of deafness and hearing disabilities. Her work bridges psychology, linguistics, and audiology with significant implications for deaf education and communication strategies. Her research interests encompass multimodal language perception, audiovisual speech integration, deafness, hearing disabilities, orthographic learning, and numerical cognition. Dr. Leybaert has made substantial contributions to understanding how Cued Speech—a system that uses handshapes near the mouth to disambiguate speech sounds—can enhance language acquisition and speech perception for deaf and hard-of-hearing individuals. Her work explores the cognitive and perceptual mechanisms underlying language development in deaf children, particularly those using cochlear implants or Cued Speech. Analyzing her recent publications reveals a consistent focus on how multimodal information (auditory, visual, and manual cues) integrates in speech perception, especially in challenging listening conditions. Her research demonstrates how Cued Speech can improve speech recognition in noise, enhance orthographic learning, and support language development in deaf children. The interdisciplinary nature of her work connects cognitive psychology, linguistics, audiology, and educational practices for deaf individuals. Dr. Leybaert has supervised doctoral students, including Sabatier, E., whose dissertation focused on orthographic representations in deaf children. Her collaborative work extends to researchers such as Cécile Colin, Caron Jirschik, and Vilain, indicating strong research networks in deaf education and speech science. Though specific grant information isn't detailed in the provided text, her extensive publication record suggests significant research funding and project leadership. Her laboratory work centers on the LCLD lab at ULB, which appears to focus on language development, cognitive processes, and learning mechanisms, particularly in special populations including deaf and hard-of-hearing individuals. The lab's research employs various methodologies including behavioral experiments, eye-tracking, and potentially neuroimaging techniques to investigate language processing and development.

Elika Bergelsonمشاهده پروفایل

دانشیار

• Infant Language Acquisition
• Cognitive Development
• Word Learning
• +۹ مورد دیگر

Elika Bergelson is the John L. Loeb Associate Professor of the Social Sciences in the Department of Psychology at Harvard University, within the Faculty of Arts and Sciences. She leads the Bergelson Lab (BLAB), part of Harvard's Laboratory for Developmental Studies, focusing on infant language acquisition. Her research examines how infants learn words by studying both cognitive mechanisms and environmental input through naturalistic and lab-based methods. Her research interests center on infant language acquisition , cognitive development , and word learning , with a focus on how language input, social interaction, and sensory experience shape early linguistic knowledge. She explores word comprehension, phonological and semantic representations, and the role of variability in talker and wordform input. Her lab has pioneered large-scale cross-linguistic studies and expanded into atypical development, including language acquisition in blind and deaf infants. The 15 most recent publications reflect a strong trend in naturalistic data collection , cross-linguistic comparison , and methodological innovation , particularly in using LENA recordings and open science practices. Topics include acoustic and talker variability, vocabulary development in sensory-impaired children, remote infant testing, and the reliability of speech analysis tools. Dr. Bergelson is committed to diversity, equity, and inclusivity in research and lab recruitment. She actively promotes open science, public outreach, and policy applications of developmental science. She has mentored numerous students and researchers, though specific names are not listed. Her work is supported by collaborative grants and large-scale interdisciplinary projects. The Bergelson Lab employs methods including eye-tracking , EEG , audio discrimination tasks , and corpus analysis . It continues the SEEDLingS project and collects longitudinal data from infants with sensory impairments. The lab maintains open repositories on GitHub and emphasizes reproducibility and transparency in research.

• Developmental Psychology
• Language Acquisition
• Cognitive Neuroscience
• +۵ مورد دیگر

Claudia Friedrich is a Professor of Developmental Psychology at the University of Tübingen, Faculty of Mathematics and Natural Sciences, Department of Psychology, where she has held her position since April 2013. Her research focuses on the cognitive processes underlying language development in children, with particular emphasis on speech processing, word recognition, and the acquisition of linguistic structures. Her educational background includes a doctorate in Psychology from the University of Leipzig (2003) and undergraduate studies in Psychology at the Technical University of Berlin (1993-1999). Professor Friedrich's research examines how children process speech sounds, word stress patterns, and develop the ability to understand language in context. Her work investigates cognitive and neural mechanisms involved in language acquisition across different age groups, with special attention to how first and second language learners process linguistic information. Through eye-tracking, ERP, and behavioral experiments, her research explores how children develop the ability to take perspectives during communication, process prosodic features of speech, and build lexical representations. She has made significant contributions to understanding how literacy acquisition shapes speech processing and how cross-modal influences affect language development. Her recent publications reveal a consistent focus on developmental trajectories in language processing, with increasing attention to cross-linguistic comparisons and multimodal aspects of language acquisition. The research demonstrates sophisticated methodological approaches combining behavioral, eye-tracking, and neurophysiological measures to investigate language processing from infancy through childhood. Professor Friedrich leads several major research projects including Project A6 "The Development of Common Ground in First and Second Language Acquisition" (2025-2029), a DFG-funded project on "Stress processing at the word level in children with different language backgrounds" (2024-2027), and previously led Project B1 on modal and amodal cognition (2020-2023). Her research has been consistently supported by prestigious funding bodies including the European Research Council (ERC) and the German Research Foundation (DFG). She heads the Developmental Psychology workspace at the University of Tübingen, where her research group investigates cognitive prerequisites for perspective-taking in language comprehension and the influence of perspective taking during language processing through memory experiments and eye movement studies.

Steven Singerمشاهده پروفایل

دانشیار

• Deaf Education
• Disability Studies
• Special Education
• +۵ مورد دیگر

Steven Singer is an Associate Professor at The College of New Jersey's School of Education , specializing in Deaf Education and American Sign Language. He is affiliated with the Department of Special Education, Language, and Literacy , where he explores the intersections of deafness, disability, and inclusive education. Education: Cultural Foundations of Education, Ph.D., Syracuse University (2018) Disability Studies, CAS, Syracuse University (2015) Secondary Education of Deaf and Hard of Hearing, MEd, Rochester Institute of Technology (2012) Family and Consumer Sciences Education, B.S., Indiana University of Pennsylvania (2010) Singer's research focuses on disability identity development, ableism in academia, and innovative pedagogical approaches. He has published extensively on topics such as Deaf-Plus children , language inclusion , and social construction of multiple disability identities . His notable award includes a $298,075 NJDHS grant (2020–2022) to support Deaf and Hard of Hearing education initiatives. Singer actively contributes to academic service roles, including chairing the Curriculum Committee (2021–2025) and directing the Honors & Scholars Program (2024–ongoing).