جست‌وجوی استاد و پژوهشگر

Ying Xieمشاهده پروفایل

دانشیار

• Emerging Technologies in Education
• Reflective Learning
• Knowledge Integration
• +۹ مورد دیگر

Ying Xie is an Associate Professor in the Department of Educational Technology, Research and Assessment at Northern Illinois University, College of Education. Her work bridges technology and pedagogy, with a focus on enhancing reflective learning, knowledge integration, and group cognition through innovative digital tools. Educational Background: Ph.D. in Instructional Systems, The Pennsylvania State University, with a minor in Educational Psychology B.S. in Computer Science and B.A. in Foreign Languages, University of Science and Technology of China Her research spans emerging technologies in education , including robotics in K–12 STEM learning, technology-assisted language acquisition, and mathematical problem posing. She explores how tools like word clouds, blogs, and mobile VR can scaffold reflective thinking and collaborative knowledge building. Her work is grounded in both cognitive and social learning theories. Analysis of her recent publications reveals a consistent focus on technology-enhanced learning environments , particularly using visual and interactive tools (e.g., tag clouds, blogs, VR) to support metacognition and collaboration. Her studies often employ mixed methods and design-based research, targeting diverse populations from K–12 to higher education. A growing interest in emergency remote learning and teacher self-efficacy is evident in her 2021 publications. Scientific Awards: No awards explicitly mentioned in the provided text. Dr. Xie actively advises graduate and doctoral students, as seen through her teaching of ETT 799 (Doctoral Research and Dissertation). She has contributed to curriculum development in instructional technology and research methodology. Her service includes participation in academic seminars and research guidance. She leads or contributes to research projects examining digital learning tools and their impact on cognition and engagement. Her lab or research team likely focuses on user experience in educational technology, possibly linked to the UX Lab mentioned in the departmental resources.

Tillmann Vierkantمشاهده پروفایل

استاد

• Philosophy of Mind
• Free Will
• Moral Responsibility
• +۷ مورد دیگر

Professor Tillmann Vierkant is affiliated with the University of Edinburgh , working in the College of Arts, Humanities and Social Sciences within Philosophy, Psychology & Language Sciences . His inaugural lecture, 'The Four Faces of Volition,' explores the multifaceted nature of human will, emphasizing choice, control, rationality, and social scaffolding. His work bridges philosophy of mind, cognitive science, and AI ethics, addressing questions about free will, moral responsibility, and the ethical implications of autonomous systems. Research Interests : Philosophy of mind, free will, metacognition, self-control, AI ethics, and social dimensions of volition. Recent Publications : Focus on AI welfare, responsible agency, ethics of autonomous systems, and cognitive theories of volition. Scientific Awards : Not explicitly mentioned in the provided text. Advising & Grants : No specific details provided.

Daniel Leidnerمشاهده پروفایل

استاد

• Robotics
• Artificial Intelligence
• Autonomous Systems
• +۵ مورد دیگر

Daniel Leidner is a Cooperation Professor at the University of Bremen and a researcher at the German Aerospace Center (DLR) where he has been contributing to the Institute of Robotics and Mechatronics since 2011. He earned his doctorate in Artificial Intelligence and Robotics from the University of Bremen in 2017. Since 2017, he has led the Semantic Planning Group and the Fault-Tolerant Autonomy Architectures group at DLR, focusing on advanced task planning for autonomous robotic systems and enhancing the reliability of robotic operations in dynamic environments. Leidner's research interests span multiple areas in robotics and artificial intelligence. His work emphasizes developing robust and resilient robotic systems capable of autonomous operation in complex environments. He specializes in creating systems that can not only handle predictable scenarios but also flexibly respond to unforeseen events. His ERC Starting Grant project RECOVER.ME aims to equip robots with metacognitive abilities to autonomously manage hardware malfunctions by integrating formal reasoning with Vision-Language Models. This innovative approach enhances the resilience and efficiency of space robots, reducing the need for manual intervention during missions and leveraging insights from cognitive psychology for improved problem-solving capabilities. Leidner's research portfolio includes significant projects such as RECOVER.ME, FUTURO, EASE, OPERA, Smile2gether, Surface Avatar, and CoViPa. His publications demonstrate a strong focus on autonomous task planning, human-robot interaction, fault tolerance, and metacognitive capabilities in robotic systems. Recent publications highlight advancements in space teleoperation, assistive robotics, and cognitive reasoning for resilient robotic systems. ERC Starting Grant (2024) for project RECOVER.ME Georges Giralt PhD Award (Best European PhD Thesis in Robotics) Helmholtz Doctoral Prize MIT Technology Review Innovator under 35 Award Leidner has served as an advisor to the German Federal Government from October 2023 to July 2024, where he played a crucial role in developing a national strategy for AI-based robotics. His leadership in the Semantic Planning Group and Fault-Tolerant Autonomy Architectures group at DLR demonstrates his significant contributions to advancing robotic capabilities in challenging environments. His work bridges theoretical advances in cognitive robotics with practical applications in space exploration, healthcare, and industrial automation.

Marjorie McShaneمشاهده پروفایل

استاد

• Cognitive Science
• Artificial Intelligence
• Natural Language Processing
• +۳ مورد دیگر

Marjorie McShane is a Professor of Cognitive Science at Rensselaer Polytechnic Institute (RPI). She specializes in developing cognitive models for intelligent agents that collaborate with humans in task-oriented dialog systems. Her work integrates physiological simulation, emotion modeling, and cognition, with a focus on natural language processing (NLP) and cross-linguistic perspectives. She leads the Language-Endowed Intelligent Agents (LEIA) Lab and has authored influential books like Agents in the Long Game of AI and Linguistics for the Age of AI . Education: PhD in Slavic Languages and Literatures (Princeton University), MA (Princeton), Advanced Translation Certificate (SUNY Albany), and prior degrees from SUNY Albany and Grinnell College. Research Interests: Her work bridges cognitive science and AI, focusing on: 1) NLP and semantic analysis for conversational agents, 2) cognitive modeling in medical training (e.g., Maryland Virtual Patient system), and 3) hybrid AI systems combining knowledge bases with machine learning. She emphasizes explainable AI, lifelong learning, and trustworthiness in hybrid systems. Key Contributions: Pioneered frameworks like HARMONIC for cognitive robotics and LEIA agents. Her recent work addresses metacognition in AI, neurosymbolic approaches, and overcoming knowledge bottlenecks. She advocates for linguistics-informed AI development, integrating multi-stage language understanding with actionable decision-making. Labs/Teams: Directs the LEIA Lab, advancing research in embodied cognitive agents and language-enabled systems. Collaborates on medical simulation systems and AI ethics frameworks.

Pernille Hemmerمشاهده پروفایل

استاد

• Cognitive Psychology
• Episodic Memory
• Semantic Memory
• +۴ مورد دیگر

Pernille Hemmer is a Professor in the Department of Cognitive Psychology at Rutgers University. She joined the faculty in 2012 after completing a postdoctoral fellowship at Syracuse University and earning her Ph.D. from the University of California, Irvine's Department of Cognitive Science. Her research focuses on memory systems, decision-making in naturalistic environments, and Bayesian models of cognition. She leads the CCM Lab (https://sites.rutgers.edu/ccm-lab/), investigating how prior knowledge integrates with episodic memory and influences cognitive processes. Key research interests include: Episodic and semantic memory integration Optimal use of prior knowledge in cognitive tasks Bayesian analysis of individual differences in rational models Belief systems and agency perception Her work spans experimental psychology, computational modeling, and interdisciplinary approaches. Notable contributions include developing generalized Bayesian models of reconstructive memory and frameworks for understanding belief dynamics. Recent research explores socially cognizant robotics and counterintuitive concepts across domains. Awards: Higher-Level Cognition Modeling Prize (2008) Her National Science Foundation CAREER grant (2015) supports applications of Bayesian inference to memory and decision-making. Current projects examine temporal binding mechanisms and the memorability of supernatural concepts through novel methodological tools.

Annika Norellمشاهده پروفایل

مدرس ارشد

• Sleep Disorders
• Cognitive Behavioral Therapy (CBT)
• Adolescent Health
• +۵ مورد دیگر

Annika Norell is a Senior Lecturer at Örebro University within the School of Behavioural, Social and Legal Sciences, Department of Behavioural, Social and Legal Sciences. She is a licensed psychologist and holds a doctoral degree in sleep research. Her work focuses on children’s and adolescents’ sleep habits, non-pharmacological insomnia treatments, and cognitive processes influencing mental health. She has contributed to projects like understanding insomnia development, promoting teen sleep health, and evaluating metacognitive therapy approaches. Research interests include insomnia mechanisms, CBT-I efficacy, sleep-related cognitive processes, and the interplay between sleep disorders and mental health conditions. Her work spans observational studies, randomized controlled trials (e.g., paradoxical intention therapy, sleep robots), and interventions targeting marginalized groups like transgender youth. Key contributions include developing sleep assessment tools (e.g., Sleep Worry 7 questionnaire) and investigating digital media’s impact on adolescent sleep. Publications emphasize insomnia treatment protocols, sleep-related comorbidities, and behavioral interventions. She collaborates with the Center for Health and Medical Psychology (CHAMP) and serves on editorial boards for sleep-focused publications. Ongoing projects explore insomnia development trajectories and sleep interventions for ADHD-affected adults.

Winslow Burlesonمشاهده پروفایل

استاد

• Human-Computer Interaction (HCI)
• Robotics
• Assistive Technology
• +۵ مورد دیگر

Winslow Burleson is a Professor at the University of Arizona's School of Information, specializing in Human-Computer Interaction (HCI), Robotics, and Assistive Technology. His research focuses on developing innovative systems for education, healthcare, and marine engineering. Notable projects include the DRESS system for dementia care, CrowdMuse for collaborative creativity, and underwater robotics interfaces. He has received the James Chen Annual Award for Best Journal Article (2012) and leads interdisciplinary teams in cyberlearning and adaptive tutoring systems. Education background includes advanced studies in computer science and engineering, though specific details are not provided. His work integrates robotics, affective computing, and smart environments to address real-world challenges such as aging, education, and environmental exploration. Research interests span robotics applications in education (e.g., co-robotic learning agents), assistive technologies for independent living, and multimodal learning environments. His contributions include adaptive systems for creative crowdsourcing, emotion-aware tutoring platforms, and underwater human-robot interaction frameworks. Current projects emphasize scalable crowd ideation tools and sensor-driven behavior change interventions. Awards include recognition for impactful journal contributions, while grants fund initiatives like cyberlearning with teachable robots and precision oncology IT tools. Advising and grant activities are central to his academic contributions, though specific student names are not listed. Collaborations involve cross-disciplinary teams in engineering, healthcare, and arts to create impactful technologies. Burleson's lab focuses on developing responsive emotive systems, wearable assistive devices, and immersive multimedia applications. Ongoing work explores scalable solutions for dementia support, marine technology interfaces, and creative human-computer interaction paradigms.

• Engineering Education
• STEM Education Equity
• Formative Assessment Methods
• +۳ مورد دیگر

Dr. Assad "Sid" Iqbal is a Visiting Assistant Professor at Purdue University's School of Engineering Education, focusing on democratizing engineering education and enhancing student learning experiences. He holds a Ph.D. in Engineering Education from Utah State University (2022), an MS in Engineering Management (2011), and a BS in Computer Information System Engineering (2005). His research emphasizes broadening participation in engineering, formative assessment strategies, and student well-being, with notable contributions to NSF-funded initiatives like e4usa and e4usa +FIRST . Research Interests: Dr. Iqbal's work bridges educational equity and pedagogical innovation. He explores how formative assessments improve learning outcomes, investigates institutional roles in student mental health, and designs curricula to make engineering accessible to underrepresented groups. Recent projects include robotics integration in K-12 education and analyzing self-regulation in problem-solving contexts. Awards & Recognition: He received the IEEE ASEE Frontiers in Education (FIE) New Faculty Fellow Award (2023), recognizing his early-career contributions to engineering education research. Grants & Leadership: As co-PI on the NSF-funded e4usa +FIRST project, he collaborates to scale robotics curricula nationwide. His work frequently addresses pandemic-era challenges like emergency remote teaching, emphasizing student affective responses and digital adaptation. Labs & Teams: Engaged in Purdue's School of Engineering Education initiatives, focusing on large-scale educational partnerships and data-driven pedagogy.

Sandra Okitaمشاهده پروفایل

دانشیار

• Educational Technology
• Human-Robot Interaction
• Virtual Reality for Learning
• +۳ مورد دیگر

Sandra Okita is an Associate Professor at Teachers College, Columbia University , where she serves as Program Director in the Communication, Media, and Learning Technologies Design program within the Department of Mathematics, Science and Technology . She holds dual PhDs from Stanford University (Learning Sciences) and Keio University (Human-Computer Interaction). Research Focus : Developing pedagogical agents and virtual environments that enhance learning through social interaction Designing sociable robots as peer learners to study cognition and collaborative learning Exploring virtual reality and mixed reality for science education Theoretical work on self-other monitoring , learning by teaching , and recursive feedback Publication Trends : 15+ publications (2004-2022) on robotics in education, virtual learning environments, and social learning theories Key areas: Human-Robot Interaction , STEM Education , Metacognition , and Technology-Enhanced Learning Notable works: Learning by Teaching , Recursive Feedback Mechanisms , and Therapeutic Robots Awards & Grants : 15+ research grants (2001-2026) from NSF , Google VR Research Program , and Honda Research Institute Recipient of Dean's Faculty Diversity Research Award (2011-2012) 2008 Best Paper Award at International Conference of the Learning Sciences

Mary Leouمشاهده پروفایل

استاد بالینی

• Environmental Education
• Urban Sustainability
• Climate Change Education
• +۳ مورد دیگر

Mary Leou is a Clinical Professor of Environmental Conservation Education and founding Director of the Wallerstein Collaborative for Urban Environmental Education & Sustainability at New York University's Steinhardt School of Culture, Education, and Human Development. She leads the Environmental Conservation Education Graduate Program within the Department of Teaching and Learning. With over 30 years of experience, her work focuses on urban environmental education, grants development, and community engagement. Leou has secured over $2.2 million in grants for initiatives such as the EPA-funded 'Bees Alive' project in Brooklyn and a NYC Parks Department grant for post-Hurricane Sandy stewardship in Staten Island. Her current work includes studying flood impacts on Asian and Latino communities in Sunset Park. She launched the Jane Wallerstein Children and Nature Project in 2012 and previously directed the City Parks Foundation's urban forest restoration projects. Her research emphasizes civic ecology, environmental literacy, and K-12 teacher training. Awards include two EPA Environmental Quality Awards and recognition as a 'Woman Greening the City' by the National Audubon Society. She chairs state-wide committees and contributed to New York's environmental literacy plan through the NYS Environmental Literacy Committee. Key Programs: Wallerstein Collaborative, Environmental Conservation Education Program Grants & Funding: Over $2.2 million in grants since 2000 Professional Roles: Former Chair of NYC Environmental Education Advisory Council

Timothy Nokes-Malachمشاهده پروفایل

استاد

• Learning Transfer
• Problem Solving
• Motivation
• +۳ مورد دیگر

Timothy Nokes-Malach is a Full Professor in the Department of Psychology at the University of Pittsburgh, affiliated with the Learning Research and Development Center (LRDC). He directs the Cognitive Science Learning Laboratory and holds a PhD from University of Illinois at Chicago. His research investigates human learning and problem solving through four interconnected lines: Cognitive/metacognitive processes in knowledge transfer Motivation-learning interactions Social/ecological influences on learning Mindfulness effects on cognition Recent publications (2022-2025) demonstrate significant focus on educational technology applications, including studies on teachable robots, digital learning games, and mindfulness interventions in STEM education. Additional work examines medical expertise maintenance through cognitive frameworks. Honors include Beckman Institute Fellowship (2004-2007) and NSF Cognitive Science Travel Award (2005). He mentors graduate students in cognitive psychology and collaborates on interdisciplinary education projects integrating psychological theory with technological innovations.

• Educational Technology
• Computer-Aided Instruction
• STEM Education
• +۵ مورد دیگر

Dr. Lecturer Cengiz GÜNDÜZALP is a Turkish academic at Kafkas University's Kazım Karabekir Technical Sciences Vocational School , Department of Computer Technologies since 2012. Promoted to Assistant Professor in 2022, their work focuses on educational technology integration in STEM fields, particularly through Web 2.0 tools , interactive video , and artificial intelligence applications. Current roles: Assistant Professor (2022-), Lecturer (2012-2022) Institutional committees: Education and Ethics Commission (2023-), Academic Unit Quality Committee (2020-2021) Research interests include metacognitive skill development , digital game-based learning , and technology proficiency in teacher training. Their 15 most recent articles (2015-2025) examine: Augmented reality gamification in science education AI adoption frameworks for STEM teachers Interactive video effectiveness in web-based courses Project/resource-based teaching methods Robotics integration in education Collaboration network includes: Hüseyin Ateş (Kırşehir Ahi Evran University) Yüksel Göktaş (Atatürk University) Ezgi Pelin Yıldız (Kafkas University) Academic metrics: 36 publications, 89 citations, h-index 5 (YÖKSIS); Google Scholar: 162 citations, h-index 7.

• Physical Therapy
• Metacognitive Awareness
• Competence-Based Education
• +۲ مورد دیگر

Tracy E. Wall, PT, PhD is a Clinical Professor and Program Director at Quinnipiac University since 2020. She has held multiple roles at the university since 2005, including Clinical Associate Professor (2015-present), Interim Chair of Physical Therapy , and Administrator of Clinical Integration (2005-2009). She also maintains active clinical practice through per diem roles at New England Homecare (2018-present) and other institutions. Educational Background : BS and MS in Physical Therapy from Quinnipiac University, PhD in Physical Therapy from Nova Southeastern University Dr. Wall's research focuses on metacognitive awareness and competence-based education in physical therapy training. She explores how problem-based learning activities enhance clinical reasoning and cognitive frameworks in students. Her recent publications highlight trends in clinical assessment , neurological rehabilitation , and curriculum development within physical therapy education. Notable work includes studies on robotic ambulation testing and longitudinal analyses of clinical reasoning development. Awards and Honors : National Board Certificate (1994) Dr. Wall has taught courses such as Musculoskeletal III , Professional Practice , and DPT Capstone . She has over 29 years of clinical experience in neuromuscular disorders and general care, with a focus on advancing physical therapy education through assessment frameworks and national conference participation (ELC CSM, APTA).

Paul S. Rosenbloomمشاهده پروفایل

استاد

• Cognitive Architecture
• Artificial General Intelligence
• Hybrid Symbol Systems
• +۴ مورد دیگر

Paul S. Rosenbloom is a Professor in the Department of Computer Science at the University of Southern California , with affiliations at the Institute for Creative Technologies . His work focuses on cognitive architectures , particularly the development of the Sigma architecture and contributions to the Common Model of Cognition . He has pioneered the integration of symbolic, probabilistic, and neural systems in AI research. Research Interests: Dr. Rosenbloom's research spans hybrid symbol systems , neural-symbolic integration , and the evolution of computational models of cognition . His recent work rethinks the Physical Symbol Systems Hypothesis through hybrid systems that bridge symbolic AI and neural networks, addressing challenges in universality , compositional reasoning , and cognitive modeling . Scientific Awards: 2011 Kurzweil Award for Best AGI Idea 2012 Kurzweil Award for Best AGI Paper 2023 Springer Prize for Best Paper Publications and Contributions: He has authored over 150 publications and co-authored foundational works on the Common Model of Cognition with Laird, Lebiere, and Stocco. His research has been supported by grants from the U.S. Army RDECOM and USC's Institute for Creative Technologies. He has mentored numerous collaborators and co-authors, including researchers like V. Ustun , A. Demski , and H. Joshi , in projects spanning virtual humans , reinforcement learning , and distributed vector representations .

Emilie Casparمشاهده پروفایل

دانشیار

• Voluntary actions
• sense of agency
• responsibility
• +۱۴ مورد دیگر

Emilie Caspar is an Associate Professor at Ghent University (Belgium), specializing in cognitive and social neuroscience. Her research primarily focuses on voluntary actions, sense of agency, responsibility, empathy, and moral decision-making. She leads research at the CO3 lab, which investigates the intersection of neuroscience, psychology, and social behavior. Dr. Caspar completed her master's degree in neuropsychology and cognitive psychology, along with a certificate in forensic sciences and psychiatry. She earned her PhD in social and cognitive neurosciences from the Université libre de Bruxelles (Belgium) under the supervision of Axel Cleeremans. Following her PhD, she conducted postdoctoral research at University College London (UK) in Patrick Haggard's lab and later received a prestigious Marie-Curie Individual Fellowship for a 2-year postdoc at the Netherlands Institute for Neurosciences with Christian Keysers and Valeria Gazzola. Her research investigates how obedience to authority changes individual cognition and moral behaviors, with a particular focus on the neuro-cognitive mechanisms that prevent individuals from complying with immoral orders. Dr. Caspar has pioneered innovative experimental approaches to study disobedience to authority that comply with modern ethical standards. Her work extends beyond traditional WEIRD (Western, Educated, Industrialized, Rich, Democratic) populations to include diverse groups such as inmates, military personnel, and survivors/perpetrators of genocide. This global perspective allows her to develop a more comprehensive understanding of the societal impact of obedience and moral decision-making. Dr. Caspar employs a diverse methodological toolkit including behavioral experiments, EEG, ERPs, TFR, fMRI, robotics, and brain-computer interfaces to investigate questions related to free will, voluntary action, and the sense of agency. Her research spans multiple domains including forensic psychology, psychopathology, antisocial behaviors, moral consciousness, and applications in robotics and prosthetics. Dr. Caspar has received notable recognition including a Marie-Curie Individual Fellowship, which supported her postdoctoral research at the Netherlands Institute for Neurosciences. Her work has been published in high-impact journals including Nature Communications, Scientific Reports, and PLOS ONE. As a scientific consultant through Be Brain Consultancy, Dr. Caspar applies her expertise in behavioral neuroscience to humanitarian and societal projects focused on preventing blind obedience and promoting peace-building. She collaborates with NGOs and non-academic institutions to translate her research into practical applications. Her lab website (https://moralsocialbrain.com/) provides additional information about her research team and ongoing projects.