جست‌وجوی استاد و پژوهشگر

Silke Hamannمشاهده پروفایل

پژوهشگر

• Phonology
• Phonetics
• Language Acquisition
• +۸ مورد دیگر

Dr. Silke Hamann is a researcher at the University of Amsterdam, Faculty of Humanities, Department of Linguistics. Her work bridges phonology and phonetics, focusing on the emergence of phonological features, perceptual cues in segmental contrasts, and the interaction of phonology with orthography and language acquisition. Current projects: diachronic loanword adaptation, congenital amusia's impact on speech perception, Bantu languages (with Nancy Kula and Laura Downing), Catalan studies (with Francesc Torres-Tamarit) Research interests span synchronic/diachronic phonology, phonetic perception, computational modeling of phonological acquisition, and cross-linguistic analysis of retroflex consonants. Her publications analyze phenomena in Korean, Japanese, Bantu languages, German, Portuguese, and Slavic languages, with recurring themes of cue weighting, phonological constraints, and orthographic influence. Recent articles highlight her focus on creaky voice diagnostics, loanword phonotactics, congenital amusia, and Bantu intonation systems. Collaborations with Nancy Kula (Bantu) and Francesc Torres-Tamarit (Catalan) underscore her international research network.

Laura Pendergastمشاهده پروفایل

دانشیار

• Psychometrics
• Educational Assessment
• Equity in Psychological Measurement
• +۳ مورد دیگر

Laura Pendergast serves as an Associate Professor at Temple University's College of Education and Human Development, where she teaches graduate courses including Tests and Measurements (EPSY 5529) and Clinical Supervision Seminar in School Psychology (SPSY 9687). Her academic work centers on advancing equity in psychological and educational assessment through rigorous psychometric methodologies. Her research program focuses on evaluating cross-cultural equivalence of social, emotional, and behavioral constructs using multivariate statistics, with particular emphasis on applications in school psychology and international contexts. She investigates how measurement science can improve decision-making processes in educational settings, especially in low-resource environments where assessment tools require cultural validation. Analysis of her 15 most recent publications (2018-2024) reveals consistent themes in validating cognitive and behavioral assessment instruments across diverse populations, with significant contributions to understanding environmental impacts on child development through the MAL-ED international study. Her work demonstrates methodological expertise in measurement invariance testing and scale development for global applications. Dr. Pendergast's research has secured substantial funding from major organizations: Society for the Study of School Psychology Institute for Education Sciences Spencer Foundation Foundation for the National Institutes of Health Bill and Melinda Gates Foundation Her laboratory work involves large-scale international collaborations examining child development trajectories, with particular focus on cognitive assessment validity in low- and middle-income countries. Current projects investigate the interplay between environmental factors, nutritional status, and neurodevelopmental outcomes using sophisticated psychometric modeling techniques.

• 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.

Tim Foskerمشاهده پروفایل

مدرس ارشد

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

Tim Fosker is a Senior Lecturer in the School of Psychology at Queen’s University Belfast, specializing in developmental cognitive neuroscience and psychology. He focuses on the auditory precursors of speech processing, literacy development, and neural development in children. Fosker directs the Language, Learning and Literacy Lab (L3Lab@QUB), which includes EEG and audiometric facilities. He holds a PhD from Bangor University and completed a postdoctoral fellowship at the University of Cambridge under Professor Usha Goswami. His research interests span auditory processing deficits in dyslexia, classroom communication methods, and psycholinguistics. He teaches Developmental Psychology at undergraduate and postgraduate levels and serves as Advisor of Studies, Personal Tutor, and Disability Advisor in his department. Fosker has secured grants, including the 2010–2013 project on auditory discrimination and children’s reading development. His awards include the Staff Excellence Award (2021) and the School of Psychology ICARE Award (2022). He actively collaborates on initiatives like fostering screen time interventions and hosting academic visitors. His recent work emphasizes systematic reviews on screen time effects in neurodiverse children and longitudinal studies on phonological development. Fosker’s lab also engages in outreach, such as the Knocknagoney Primary School initiative, promoting child development research.

Zachary Collierمشاهده پروفایل

استاد مهمان

• Risk Management
• Supply Chain Security
• Systems Engineering
• +۳ مورد دیگر

Zachary Collier is a Visiting Professor at Radford University, where he teaches Operations Management. He holds a Ph.D. in Systems Engineering from the University of Virginia, a Master of Engineering Management from Duke University, and a Bachelor of Science in Mechanical Engineering from Florida State University. His research focuses on Risk Management , Supply Chain Security , and Hardware Security , leveraging interdisciplinary tools from operations research, economics, and systems engineering. Former engineer in accident reconstruction and the US Army Corps of Engineers Fellow of the Center for Risk Management of Engineering Systems at University of Virginia Visiting Scholar at the Center for Hardware and Embedded Systems Security and Trust (CHEST) Recent research explores semiconductor supply chains , zero trust principles , and resilience modeling for hardware systems. He has authored influential publications on topics such as comorbidity data analysis for pandemic response and blockchain risk assessment . Scientific awards include recognition as a Fellow at the University of Virginia and contributions to SAE International standards . Co-authored industry standards for SAE International Publications in NewsWeek, The Hill, and SupplyChainBrain Expertise in decision modeling for emerging risks

Susana Araújoمشاهده پروفایل

دانشیار

• Cognitive Psychology
• Cognitive Neuroscience
• Reading Acquisition
• +۳ مورد دیگر

Susana Araújo serves as Associate Researcher at CICPSI Research Unit within the University of Lisbon's Faculty of Psychology. She coordinates the Cognition in Context Group (CO2) since 2023 and holds Senior Investigator status in the Memory & Language team, specializing in neurocognitive mechanisms of reading acquisition and disorders using EEG-ERPs and eye-tracking methodologies. Education: PhD in Experimental and Cognitive Psychology (University of Algarve, Portugal; Donders Institute, Netherlands) Postdoctoral Fellowships (2012-2017) Her research critically examines literacy's impact on cognitive systems through investigations of visual word recognition , reading disorders , and rapid automatized naming . Current work explores how handwriting training influences graph recognition and identifies neurophysiological markers of dyslexia using multimodal assessment tools. Publication trends reveal sustained focus on cross-population comparisons (literate/illiterate adults) and meta-analytic approaches to naming-speed deficits. Her work bridges cognitive neuroscience with educational interventions, particularly in developmental dyslexia contexts. Scientific Recognition: FCT Postdoctoral Fellowship (2012-2017) FCT-Investigator Starting Grant (2017-2021) with highest Career Development score FCT CEEC-Ind Individual Contract She directs multiple FCT-funded projects including LEMON (2020-2024; €158,684) as Principal Investigator and VOrtEx (2018-2021; €183,590) as Co-PI. Her grant portfolio spans developmental dyslexia characterization, orthographic processing, and statistical learning deficits across eight funded projects since 2007. As CO2 Group Coordinator, she integrates multiple research teams under CICPSI while maintaining collaboration with the Max Planck Institute for Psycholinguistics where she served as Visiting Researcher in 2015.

John D. E. Gabrieliمشاهده پروفایل

استاد

• Cognitive Neuroscience
• Dyslexia
• Memory Systems
• +۷ مورد دیگر

John D. E. Gabrieli is a Professor at the Massachusetts Institute of Technology (MIT) in the Department of Brain and Cognitive Sciences, holding the Grover Hermann Professorship in Health Sciences and Technology and Cognitive Neuroscience. He serves as Director of the Athinoula A. Martinos Imaging Center at the McGovern Institute for Brain Research and leads the MIT Integrated Learning Initiative. His research spans cognitive neuroscience, focusing on memory, thought, and emotion, with clinical applications in dyslexia, autism, and psychiatric disorders. Director, Athinoula A. Martinos Imaging Center (2016–present) Grover Hermann Professor, MIT (2005–present) Faculty, Harvard Graduate School of Education (2006–present) Visiting Professor, Rush Medical College (1990–present) Gabrieli’s work combines brain imaging with behavioral studies to explore learning mechanisms in children, early intervention for reading difficulties, and neuroimaging applications in psychiatric diagnosis. Recent studies examine altered brain activity in dyslexia , neurodevelopmental patterns in autism , and predictive modeling for mental health . His 2024 dataset on adolescent anxiety/depression in the Human Connectome Project highlights longitudinal neuroimaging approaches. Scientific accolades include election to the American Academy of Arts & Sciences (2016), multiple teaching awards at MIT and Stanford, and the Alice H. Garside Lifetime Achievement Award (2017). He contributes to editorial boards of journals like Psychological Science and Biological Psychiatry . His lab emphasizes educational neuroscience , investigating how socioeconomic factors, white matter plasticity, and mindfulness interventions impact learning outcomes. Collaborations span Massachusetts General Hospital, McLean Hospital, and the Harvard Graduate School of Education, integrating clinical and educational applications of cognitive neuroscience.

• 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.

Alexandre Castro Caldasمشاهده پروفایل

استاد

• Cognitive Neuroscience
• Neurology
• Neuropsychology
• +۱۰ مورد دیگر

Alexandre Castro Caldas is a Full Professor of Neurology at the Faculty of Medicine of Lisbon and currently serves as the Coordinator of the National Council for the Health Sciences at Universidade Catolica Portuguesa (UCP). He is affiliated with the Center for Interdisciplinary Research in Health (CIIS), where he actively contributes to neuroscience and health research. He previously directed the Neurology Service at Hospital de Santa Maria and the Institute of Health Sciences, where he played a key role in establishing the Integrated Master in Medicine program. MD, University of Lisbon PhD, University of Lisbon His research focuses on Cognitive Neuroscience, particularly the modulatory effects of environmental stimulation on the human brain, aphasia, brain injury, Parkinson’s disease, and neuroethics. He has led and contributed to numerous interdisciplinary projects, including studies on socio-economic impacts on child development and tele-rehabilitation during the pandemic. His work integrates neuroimaging, clinical neurology, and systematic reviews to advance understanding of brain function and rehabilitation. The most recent articles reflect a strong trend in neurorehabilitation, cognitive training, functional connectivity, and neuroethical implications of neuroscience and technology. His publications span high-impact journals in neurology, psychology, and interdisciplinary health sciences, emphasizing translational research and policy-relevant findings. Distinguished Career Award, International Neuropsychological Society (2009) Great Price of Medicine, Bial Foundation 1st Prize Pfizer for Young Researcher (1974, 1976, 1998) 1st Prize Sandoz (1992) Dr. Caldas has supervised numerous research projects and doctoral theses, served on examination juries, and contributed to editorial boards of international journals. He has been involved in major research grants from the Fundação para a Ciência e a Tecnologia and Fundação Calouste Gulbenkian. His leadership extends to advising national health education policy and fostering interdisciplinary collaboration across institutions. He is a key figure in the CIIS research network and has contributed to projects such as CADOS/CIIS on child development and AQUI_LGP on sign language acquisition. His work continues to influence both clinical practice and academic research in neuroscience and health sciences in Portugal and internationally.

Yael Bennمشاهده پروفایل

مدرس ارشد

• Numerical Cognition
• Cognitive Neuroscience
• Social Psychology
• +۲ مورد دیگر

Dr. Yael Benn is a Senior Lecturer and Equality, Diversity & Inclusion co-lead at Manchester Metropolitan University. Her research bridges cognitive neuroscience, social psychology, and clinical applications, focusing on numerical cognition, information processing, and digital behavior change interventions. She holds a BSc in Computer Science from the University of Strathclyde and a PhD in Cognitive Neuroscience from the University of Sheffield. Benn's work examines how numerical information processing affects decision-making and health behaviors, with projects including smart algorithms for behavior monitoring, numerical deficits after brain injury, and digital food environments. She serves on editorial boards for Scientific Reports and Frontiers in Neuroscience , and holds memberships in the Mathematical Cognition Society and British Association of Cognitive Neuroscience. Her teaching spans cognitive psychology, educational psychology, and neurocognitive development. Benn actively promotes public engagement as a STEM Ambassador and contributes to policy discussions on technology ethics and health numeracy.

• Neuropsychology
• Developmental Cognitive Neuroscience
• Traumatic Brain Injury
• +۶ مورد دیگر

Adam T. Schmidt serves as an Associate Professor in the Department of Psychological Sciences at Texas Tech University, where he conducts research at the intersection of neuropsychology, developmental cognitive neuroscience, and forensic psychology. His work primarily investigates the effects of traumatic brain injury and environmental adversity on brain and behavioral development in youth, with a focus on resilience and positive outcomes in high-risk populations such as justice-involved adolescents. Dr. Schmidt's research program, centered in the Pathways to Resilient Youth Development (PRYDE) laboratory, explores how cognitive abilities, neurobiology, and psychosocial environments interact to influence resilience. He examines mechanisms of chronic neuroinflammation, structural neuroimaging correlates, and the role of protective factors in mitigating the impact of adverse childhood experiences and traumatic brain injuries on youth development, particularly within forensic contexts. His translational approach integrates neuroscience with real-world applications for vulnerable populations. Analysis of Dr. Schmidt's 15 most recent publications (2023-2025) reveals a dominant focus on justice-involved youth, pediatric and adolescent traumatic brain injury, and neurocognitive mechanisms of resilience. Key thematic clusters include adverse childhood experiences and mental health outcomes, executive function deficits in forensic populations, structural neuroimaging biomarkers of recovery, and the moderating role of protective factors in treatment response. His work consistently bridges basic neuroscience with clinical and forensic applications. Dr. Schmidt leads the PRYDE laboratory, which employs multidisciplinary methodologies including structural neuroimaging, neuropsychological assessment, and longitudinal designs to study resilience pathways. The lab's research specifically targets youth experiencing traumatic brain injuries or justice system involvement, investigating how cognitive, biological, and environmental factors interact to foster positive development despite adversity. He is actively recruiting graduate students for the 2025-2026 academic year, indicating ongoing mentorship in the Department of Psychological Sciences. His training program emphasizes neuropsychological assessment techniques, neuroimaging analysis, and research ethics with high-risk youth populations, preparing students for careers in clinical, forensic, and research settings.

Myra Fernandesمشاهده پروفایل

استاد

• Cognitive Neuroscience
• Memory Studies
• Aging and Dementia
• +۳ مورد دیگر

Myra Fernandes is a Professor in the Department of Cognitive Neuroscience at the University of Waterloo, serving as the Research Area Head. Her work focuses on memory processes, cognitive aging, and encoding techniques, with a strong emphasis on neuroimaging and experimental psychology. She investigates how actions, drawing, and context affect memory retention, particularly in clinical populations like those with hippocampal damage or dementia. Her research also explores the cognitive and affective consequences of traumatic brain injury and the role of imagery in mental health conditions such as PTSD. Her studies often integrate behavioral experiments with neuroimaging to uncover neural mechanisms underlying memory formation and retrieval. Recent work highlights the 'drawing effect,' demonstrating how sketching information enhances recall across ages and cognitive conditions. She advocates for rigorous methodologies in research publishing, including registered reports to improve scientific transparency. Key research themes include the enactment effect, symbol superiority, and the impact of emotional and motoric engagement on memory. She has contributed to understanding age-related cognitive changes and the application of cognitive strategies to mitigate memory decline. Her lab's findings have implications for educational practices, clinical rehabilitation, and mental health interventions. Publications span topics from involuntary memory's mental health links to the neurobiological basis of mnemonic strategies. She collaborates widely, bridging cognitive neuroscience with clinical and educational applications. Her work underscores the importance of multidisciplinary approaches to advancing memory science.

Christiana Wernerمشاهده پروفایل

پژوهشگر

• Philosophy of Mind
• Epistemology
• Aesthetics
• +۴ مورد دیگر

Dr. Christiana Werner is a Research Associate at the University of Duisburg-Essen (UDE) within the AHRC/DFG project How Does It Feel? Interpersonal Understanding and Affective Empathy . She previously held a postdoctoral position at the University of Göttingen and a temporary role at Justus Liebig University Giessen in the Mind and Imagination research group. Her work bridges philosophy of mind, epistemology, and aesthetics, focusing on empathy's epistemic role. Education: PhD in Philosophy (University of Regensburg, 2012) Habilitation equivalent via Postdoc at UDE Research Interests: Christiana investigates how empathy and emotions facilitate understanding in social cognition and literary contexts, with a recent emphasis on epistemic and affective injustice. Her methodological approach combines analytical philosophy with interdisciplinary collaborations in psychology and literary studies. Project Leadership: She co-coordinated the DFG-funded Feeling and Understanding: The Role of Empathy in Understanding People and Literature network (2018–2023) with Thomas Petraschka. Current projects include Interpersonal and Phenomenal Understanding within the AHRC/DFG initiative. Publications: Author of How to Create Things with Words (2015) and co-editor of influential volumes like Imagination and Experience: Philosophical Explorations (2024) and Empathy’s Role in Understanding Persons, Literature, and Art (2023). Her work appears in journals such as Analysis , Philosophical Explorations , and The Journal of Aesthetics and Art Criticism . Teaching: Offers courses on analytical feminist philosophy, empathy, and philosophical explorations at UDE. She has presented at conferences including the Rhein Ruhr Epistemology Network Meeting (2024) and AHRC/DFG project events.

• Cognitive Psychology
• Neurolinguistics
• Affective Neuroscience
• +۳ مورد دیگر

Mario Braun is an Associate Professor in the Department of Psychology within the Faculty of Social Sciences at the University of Salzburg. He has held this position since 2016, following his role as Assistant Professor at the same institution from 2011-2016. His research is conducted through the Neurocognition Lab, where he investigates the neural mechanisms underlying language and emotion processing. Dr. Braun's educational background includes a PhD in Psychology from Freie Universität Berlin (2006-2009) and a Psychology diploma from Philipps Universität Marburg (1993-1998). Prior to his current position, he served as Scientific and Managing Director of the Dahlem Institute for Neuroimaging of Emotion at Freie Universität Berlin (2009-2011), and held leadership roles in neurocognitive laboratories at both Freie Universität Berlin and Catholic University Eichstätt-Ingolstadt. His primary research interests focus on the processing of written language, particularly how phonology is processed in reading and how emotional content from printed words is extracted and represented by the brain. To investigate these questions, he employs various neurocognitive techniques including eye tracking, EEG, fNIRS, fMRI, TMS, and TES to identify brain regions involved in language and emotion processing as well as their temporal dynamics. His work bridges cognitive psychology, neurolinguistics, and affective neuroscience. Dr. Braun's recent publications demonstrate a strong focus on the intersection of language processing, emotion, and neurological conditions, particularly examining how these processes are affected in juvenile myoclonic epilepsy. His research combines theoretical models with empirical neuroimaging evidence to advance our understanding of cognitive and affective neuroscience across both typical and clinical populations. His scientific contributions include numerous publications in cognitive neuroscience and psychology journals, with recent work exploring structural gray matter predictors of literacy development, impaired semantic categorization during brain stimulation, and emotion processing in neurological conditions. His research often incorporates machine learning approaches and advanced neuroimaging techniques to uncover complex brain-behavior relationships. Dr. Braun leads the Neurocognition Lab at the University of Salzburg, where he continues to investigate the complex relationships between language, emotion, and brain function using cutting-edge neuroimaging and stimulation techniques while mentoring students and collaborating with international researchers in the field.

Hedieh Hashemi Hosseinabadمشاهده پروفایل

استادیار

• Cleft Palate Speech Assessment
• Velopharyngeal Insufficiency (VPI)
• Speech Intelligibility
• +۵ مورد دیگر

Hedieh Hashemi Hosseinabad is an Assistant Professor in the Department of Audiology and Speech Language Pathology at the University of North Texas. She holds a Ph.D. in Speech and Hearing Science from the University of Cincinnati, a Master’s in Speech Language Pathology from Tehran University of Medical Sciences, and a Bachelor of Science from Isfahan University of Medical Sciences. Certified by the American Speech-Language-Hearing Association (CCC-SLP), she has 14+ years of clinical experience specializing in children with cleft palate and velopharyngeal insufficiency (VPI). Her research focuses on two core areas: (1) factors influencing speech intelligibility in VPI, including acoustic and perceptual measures, and (2) persistent speech disorders in children with cleft palate, particularly those with co-occurring syndromic conditions. She employs multidisciplinary methods such as ultrasound biofeedback, high-speed nasopharyngoscopy, and acoustic analysis to assess and treat speech disorders. Her work analyzes speech characteristics across vowel contexts, velopharyngeal mechanisms, and surgical outcomes. Recent studies explore the impact of noise environments, listener expertise, and lexical factors on speech intelligibility. She has contributed to improving clinical protocols for speech assessment and therapy in cleft palate populations. Her research and clinical practice emphasize translational approaches to enhance speech outcomes and quality of life for affected children. Collaborations include cleft care teams in Iran, as reflected in studies involving the Isfahan Cleft Care Team.