Preschool Language Development Professors and Supervisors | ApplySharif

جست‌وجوی استاد و پژوهشگر

استاد راهنما، استاد دانشگاه یا پژوهشگر مناسب برای مسیر پژوهشی‌تان را پیدا کنید و با او ارتباط بگیرید.

نمایش ۱-۱۵ از ۱٬۴۳۸ استاد راهنما

اطلاعات این پروفایل‌ها از صفحات عمومی دانشگاه‌ها جمع‌آوری شده و ممکن است به‌روز نباشد.

Martha Ann Bellمشاهده پروفایل

استاد

Virginia Polytechnic Institute and State UniversityUnited States

Martha Ann Bell is a University Distinguished Professor of Psychology and College of Science Faculty Fellow at Virginia Tech. She leads the Cognition, Affect, and Psychophysiology (CAP) Lab, focusing on developmental cognitive neuroscience and the integration of emotion and cognition in early development. Her work examines EEG/ECG biomarkers, executive function, temperament, and maternal-child interactions. Dr. Bell holds a PhD in Human Development from the University of Maryland (1992), an MS in Child and Family Studies from the University of Tennessee (1983), and a BS in Home Economics from Carson-Newman College (1978). She has held progressive roles from Assistant Professor (1996) to her current distinguished title. Her research interests include developmental changes in brain-behavior relations, neurophysiological correlates of emotion regulation, and longitudinal predictors of child development. Recent work explores maternal emotion coaching, EEG neuromarkers of ADHD, and the neurodevelopmental impacts of nutrition. Key awards include the Virginia Tech University Distinguished Professorship (2021) and College of Science Faculty Fellowship (2019–2025). Her publications span developmental psychobiology, neuroimaging methods, and temperament-behavior links. Dr. Bell’s advising and grants focus on interdisciplinary developmental science. The CAP Lab collaborates on projects involving infant neuroimaging, maternal-child physiology, and early childhood interventions.

پروفایل رسمی دانشگاه

Raquel Fernándezمشاهده پروفایل

استاد

University of AmsterdamNetherlands

Raquel Fernández is Full Professor of Computational Linguistics and Dialogue Systems at the University of Amsterdam, where she leads the Dialogue Modelling Group at the Institute for Logic, Language & Computation (ILLC). As Vice-Director for Research at ILLC and a Fellow of the ELLIS Society, she bridges computational linguistics, cognitive science, and artificial intelligence through her research on language use in multimodal and conversational contexts. PhD in Computational Linguistics from King's College London Prior research positions at University of Potsdam and Stanford University's CSLI Her work explores how cognitive constraints, social interaction, and perception shape language use, with a focus on: Visually-grounded language processing Multimodal dialogue modeling Model uncertainty and calibration Language grounding in multimodal data Language learning and semantic change Dialogue reference resolution Recent publications analyze multimodal reasoning limitations, cross-lingual knowledge consistency, and uncertainty modeling in dialogue systems. She has received multiple accolades including an ERC Consolidator Grant , NWO VENI/VIDI/Aspasia fellowships , and EMNLP/GenBench awards . Outstanding Paper Award (EMNLP 2023) Best Data Award (GenBench Workshop 2023) ELLIS Society Fellow ERC Consolidator Grant #819455 recipient NWO VENI/VIDI/Aspasia awardee As a leader in academic service, she serves on the SIGDAT Executive Committee and chairs multiple conference committees. Her lab develops models for multimodal dialogue, visual storytelling, and grounded language understanding.

پروفایل رسمی دانشگاه

Hyowon Gweonمشاهده پروفایل

دانشیار

Stanford UniversityUnited States

Hyowon Gweon is an Associate Professor in the Department of Psychology at Stanford University. As the leader of the Social Learning Lab, her research focuses on how humans learn from others and help others learn, employing interdisciplinary methods including developmental, computational, and neuroimaging approaches. She holds a PhD in Cognitive Science from MIT (2012) and joined Stanford in 2014 after a postdoc at MIT. Her research interests span computational approaches to social learning, developmental psychology, neuroimaging, and education. She has received notable awards such as the APS Janet Spence Award (2020), James S. McDonnell Scholar Award (2018), and Marr Prize (2010). Her work explores topics like counterfactual reasoning, social cognition in infants, and embodied AI benchmarks. Labs/Teams: Social Learning Lab Key Themes: Prosocial behavior, theory of mind, cognitive development, and human-AI interaction. Her recent articles investigate infant gaze behavior, temporal reasoning in children, and strategic communication in preschoolers. Grants and advising details are not explicitly listed in the provided text.

پروفایل رسمی دانشگاه

Hazel Rose Markusمشاهده پروفایل

استاد

Stanford UniversityUnited States

Hazel Rose Markus is the Davis-Brack Professor in the Behavioral Sciences at Stanford University's Department of Psychology within the School of Humanities and Sciences. With a distinguished career spanning decades, she has made significant contributions to cultural psychology and the understanding of how social contexts shape self and behavior. Her work bridges academic research and practical application through her role as Faculty Director of Stanford SPARQ. Markus received her B.A. from California State University at San Diego and her Ph.D. from the University of Michigan in Psychology. Her educational background laid the foundation for her groundbreaking work in cultural psychology. Her research focuses on the role of self in regulating behavior and how the social world shapes the self. She investigates people as culturally-shaped shapers of their cultures, examining how nation or region of origin, gender, social class, race, ethnicity, religion, and occupation shape thought, feeling, and action. Her work spans multiple domains including education, healthcare, workplace environments, and social policy. Analysis of her recent publications reveals a consistent focus on cultural frameworks, particularly examining independence-interdependence cultural models. Her research increasingly addresses social inequality, educational disparities, and systemic bias through empirical studies and intervention development. She has pioneered the Culture Cycle Framework for understanding and changing cultural patterns that perpetuate inequality. Member of the National Academy of Sciences Member of the British Academy Fellow of the American Academy of Arts and Sciences American Psychological Association's Distinguished Scientific Contribution Award Donald T. Campbell Award from SPSP APS William James Award for lifetime achievement Markus actively mentors doctoral students and postdoctoral scholars, with current advisees including Leslie Remache, Enna Chen, Ayo Dada, and Efrain Garcia Sanchez. She teaches courses including Graduate Seminar in Social Psychology Research, Intergroup Communication Facilitation, and Mind, Culture, and Society. As Faculty Director of Stanford SPARQ, she leads initiatives that partner with industry leaders to tackle disparities and inspire culture change in criminal justice, economic mobility, education, and health. Her laboratory work focuses on cultural psychology, examining how cultural contexts shape cognition, emotion, and behavior across diverse populations. Through SPARQ, she connects academic research with real-world applications to address societal challenges.

پروفایل رسمی دانشگاه

Allison Newtonمشاهده پروفایل

عضو هیئت علمی

University of Alabama at BirminghamUnited States

Allison Newton is an Instructor in the Department of Curriculum and Instruction at the University of Alabama at Birmingham (UAB), School of Education. Her roles include teaching courses such as Disciplinary Literacy P-12, Teaching Development of Reading Comprehension, and supervision of internships. She has served as a Dissertation Committee Member for Jawaher Fahad Alghofaili (2024). Her education includes a Ph.D. in Early Childhood Education (2016), M.Ed. in Reading Teacher Education (2012), and M.S. in English Literature (2007), all from UAB. She holds certifications in Class A Reading Specialist (P-12) and Secondary Education (6-12). Postgraduate training includes a Graduate Certificate in Teaching Multilingual Learners (2020). Research interests focus on early childhood education, media/technology integration in learning, literacy development, and culturally inclusive pedagogy. Notable works include studies on media exposure in preschoolers, ESL teaching strategies, and global perspectives on technology in education. Her publications span peer-reviewed journals and international conferences, emphasizing practical classroom applications and cross-cultural insights. Teaching activities total 92 courses, emphasizing internships and educational seminars. No grants or labs are explicitly listed, though her involvement in curriculum development and teacher training reflects active engagement in educational practice.

پروفایل رسمی دانشگاه

Yuuko Uchikoshi Tonkovichمشاهده پروفایل

استاد

University of California, DavisUnited States

Yuuko Uchikoshi Tonkovich is a Professor at the School of Education, University of California, Davis, where she has served since 2004, advancing from Assistant to Associate and then to full Professor. Her work centers on language and literacy development in young dual language learners, with a focus on bilingualism, early literacy, and the role of family and media in language acquisition. Her research interests include: Early Childhood Development Multilingual Learners and Bilingual Education Language Acquisition and Literacy Parent-Child Interaction and Home Language Environment Quantitative Analysis of Educational Outcomes Educational Television and Multimedia Her recent publications span topics such as cognitive distancing in parent-child reading, morphological awareness in bilingual readers, and the impact of teacher language use in multilingual classrooms. The research consistently emphasizes longitudinal, cross-cultural, and interdisciplinary approaches, particularly focusing on Chinese American and Mexican American immigrant families. Her scientific awards include: AERA Vocabulary SIG Notable Vocabulary Researcher Award (2025) Foundation for Child Development Young Scholars Program Grant International Reading Association Dissertation Fellowship and Finalist Award Harvard Graduate School of Education Fellowships She has advised numerous research projects and secured significant funding from NIH/NICHD, the Foundation for Child Development, and other organizations. She teaches courses such as Language Development, Early Literacy, and Research on Text Comprehension. She is actively involved in national initiatives, serving on the Technical Advisory Group for the First 5 California Dual Language Learner Study and as Associate Editor of Applied Psycholinguistics . She leads the Language & Literacy Development Lab at UC Davis, which investigates the cognitive, linguistic, and socio-emotional development of dual language learners.

پروفایل رسمی دانشگاه

Henrike K. Blumenfeldمشاهده پروفایل

دانشیار

San Diego State UniversityUnited States

Henrike K. Blumenfeld is an Associate Professor at San Diego State University (SDSU), affiliated with the School of Speech, Language and Hearing Sciences within the College of Health and Human Services. She serves as Director of the Bilingualism and Cognition Laboratory and holds joint faculty status in the SDSU/UCSD Joint Doctoral Program in Language and Communicative Disorders. Her primary research focuses on bilingualism, cognitive control, and language processing across the lifespan. Education: Ph.D., Communication Sciences and Disorders, Northwestern University (2001–2008) B.A., Linguistics, Bryn Mawr College (1997–2001) Research Interests: Bilingualism and cognitive aging Cross-linguistic effects in language comprehension Cognitive control mechanisms in bilingual speakers Neurobiological bases of bilingual language processing Assessment of multilingual populations Grants & Awards: She has secured funding from NIH/NIDCD, NSF, and SDSU grants totaling over $200,000. Notable awards include the 2022 CHHS YES Award for service, 2013 Undergraduate Professor of the Year, and multiple research travel grants. Labs/Teams: Directs the Bilingualism and Cognition Lab, collaborating with institutions like the Gary and Mary West Senior Wellness Center and Bangor University’s Centre for Research on Bilingualism.

پروفایل رسمی دانشگاه

Pamela A. Morris-Perezمشاهده پروفایل

استاد

New York UniversityUnited States

Pamela A. Morris-Perez is a Professor of Applied Psychology at the NYU Steinhardt School of Culture, Education, and Human Development and an Affiliated Professor at the NYU School of Global Public Health. She is an elected member of the National Academy of Education. Her research bridges developmental psychology, suicidology, education, and policy, with over $75M in research funding. She holds a BA from Columbia University and a PhD in Developmental Psychology from Cornell University. Her research focuses on early childhood interventions, adolescent suicide prevention (through ARCADIA), and policy impacts. Notable projects include a $5M IES-funded NYC Universal Pre-K initiative and a $10M NIH trial on parenting interventions. She has also led institutional roles as Vice Dean/Interim Dean of NYU Steinhardt, overseeing significant research growth and diversity initiatives. Research Themes: Suicidology, early childhood development, policy evaluation, pediatric health interventions. Key Projects: ARCADIA suicide prevention, NYC Pre-K expansion, pediatric primary care interventions. Her articles highlight interdisciplinary approaches to child development and policy, with recent work emphasizing adolescent mental health and pandemic impacts on early childhood programs. Awards include the National Academy of Education membership and a 2017 Best Paper Award. Leadership Achievements: 44% increase in research expenditures, tripling of faculty of color hires, pandemic response coordination. Grants & Funding: William T. Grant Foundation, NIMH, NIH, IES. Morris-Perez collaborates across academia and public agencies to translate research into scalable interventions, particularly in under-resourced communities.

پروفایل رسمی دانشگاه

Melissa Koenigمشاهده پروفایل

استاد

University of Minnesota Twin CitiesUnited States

Melissa Koenig serves as Professor and Director of Graduate Studies at the University of Minnesota's Institute of Child Development (ICD), where her research examines social and testimonial learning mechanisms in children through investigations of trust, cultural learning, memory, language, and cognitive development. As a first-generation college student, she prioritizes supporting students navigating academic systems through collaborative mentorship. Education PhD (2002), University of Texas at Austin Her research program spans cognitive development, cross-cultural studies, early childhood, language acquisition, theory of mind, and social-emotional development across peer, parent, and romantic contexts. The lab employs interdisciplinary, multi-method approaches with explicit cultural analysis to advance developmental science, particularly examining how children evaluate information sources and integrate testimony into moral frameworks. Analysis of her 2021-2024 publications reveals dominant themes in epistemic trust development, including how children assess informant credibility through moral behavior, group affiliation, and cultural context. Key trajectories show increasing sophistication in distinguishing epistemic versus practical reasoning, cross-cultural variations in trust attribution, and the developmental emergence of resistance to power-based corruption like bribery. Advising & Mentorship Accepts new PhD students for Fall 2026 cohort Requires prospective students to contact prior to December 1 application deadline Public advising statement details mutual expectations and support structures Specializes in guiding students through academic navigation and hidden curriculum challenges She directs the Early Language and Experience Lab, which maintains a collaborative research environment focused on uncovering constraints and supports for children's social learning across diverse contexts, with particular attention to cultural and socioeconomic variables in developmental processes.

پروفایل رسمی دانشگاه

Soojin Oh Parkمشاهده پروفایل

استادیار

University of WashingtonUnited States

Soojin Oh Park is an Assistant Professor in the Learning Sciences & Human Development department at the University of Washington College of Education. Her research focuses on equity-driven improvements in early childhood education, family literacy engagement with Dual Language Learners (DLLs), and culturally grounded parenting practices. Ed.D., Human Development and Education, Harvard University M.Ed., Educational Policy and Analysis, Harvard University M.S.Ed., Learning, Teaching, and Literacies, University of Pennsylvania B.A., Psychology, University of Pennsylvania Park’s interdisciplinary work combines qualitative, quantitative, and mixed-methods approaches to address gaps in early childhood education (ECE) and parenting, emphasizing: Family literacy engagement for DLLs’ language and literacy development Culturally sustaining pedagogy to amplify family strengths Equity-oriented reforms in ECE systems and policies Her publications span topics like heritage language maintenance, culturally responsive assessment, and the impact of immigration policy on child development, often utilizing advanced methodologies such as machine learning. Awards include the SRCD Federal Policy Fellowship and Best Article of the Year from the Journal of School Psychology. Outstanding Research Paper Award (Korean American Educational Research Association) Distinguished Paper Award (Washington Educational Research Association) Best Article of the Year Award (Journal of School Psychology) Emerging Scholar Fellowship (National Research Center on Hispanic Children and Families) Park leads projects such as FAMILY (Fathers And Mothers Investing in Learning of Young Children) and BASECAMP (Bolstering Asian Students in Early Childhood by Advancing Multilingual Pedagogies). She teaches courses on language and literacy learning, bilingual development, and parenting impacts on early education.

پروفایل رسمی دانشگاه

Vera J. Leeمشاهده پروفایل

استاد بالینی

Drexel UniversityUnited States

Dr. Vera J. Lee is Clinical Professor and Department Chair of Teaching Learning and Curriculum at Drexel University. Her scholarship examines literacy development, educational equity, and family engagement in multilingual communities. Research encompasses: Cultural brokering in school-family communication Critical literacy practices in K-12 education Digital/information literacy frameworks Technology-mediated language learning Publications develop models like the I-LEARN framework for information literacy instruction and 'Three Bridges' approach for culturally responsive family engagement. Recent collaborations investigate civic education policy in international contexts and multimodal writing in urban preschools. As co-editor of 'Advancing Culturally Responsive and Socially Just Approaches to Multilingual Family-School Partnerships' (2023), she advances equity-focused engagement frameworks.

پروفایل رسمی دانشگاه

Sven Bölteمشاهده پروفایل

استاد

Karolinska InstitutetSweden

Sven Bölte is a Professor at Karolinska Institutet where he leads the research group focused on Autism, ADHD and other developmental neurological conditions as part of the Center for Neurodevelopmental Disorders (KIND). His work bridges clinical research, education, and practical implementation of evidence-based approaches for neurodevelopmental conditions. Professor Bölte's research spans multiple domains within neurodevelopmental disorders, with particular emphasis on implementing the International Classification of Functioning, Disability and Health (ICF) Core Sets for autism and ADHD using digital solutions. His group has developed and evaluated social skills training programs (KONTAKT, SKOLKONTAKT, iKONTAKT) for autistic children and adolescents, conducted twin research through the Roots of Autism and ADHD Twin Study in Sweden (RATSS), and advanced diagnostic instruments for autism, ADHD, social cognition, and adaptive behavior. His recent publications reveal a strong focus on translating research into practice, with significant work on strengths-based approaches, social inclusion, neurodiversity-affirmative assessment, and the development of practical tools for clinicians and educators. The research demonstrates increasing attention to adult experiences of autism, cross-cultural validation of interventions, and the integration of digital technology in assessment and intervention. Bölte's group also delivers extensive educational components for professionals through KI-Utbildning (Assignment Education), making it one of the largest providers of training on diagnosis and support for individuals with developmental neurological conditions within Karolinska Institutet. His work frequently addresses policy implications, as evidenced by participation in Swedish parliamentary discussions about autism and ADHD.

پروفایل رسمی دانشگاه

Stephen Ferrignoمشاهده پروفایل

استادیار

University of Wisconsin-MadisonUnited States

Stephen Ferrigno is an Assistant Professor and Chair of the Biology of Brain and Behavior Area Group at the University of Wisconsin-Madison's Department of Psychology. His research investigates the origins of uniquely human cognition through developmental, comparative, and cross-cultural methodologies. He focuses on foundational cognitive abilities such as number sense, recursive grammar, logical reasoning, and metacognition, exploring their evolutionary and developmental bases. Ferrigno's work bridges disciplines including cognitive neuroscience, developmental psychology, and cultural anthropology, with practical applications in early childhood education and curriculum design. His research employs cross-cultural studies with indigenous populations (e.g., the Tsimane) to assess cultural variability in cognitive development. Key themes include spatial mappings of numerical concepts, recursive sequence processing in non-human primates, and the metacognitive capacities shared between humans and monkeys. The Cognitive Origins Lab, led by Ferrigno, seeks to uncover universal cognitive principles while identifying culturally mediated differences. No scientific awards or grants are explicitly listed in the provided materials. While no advisees are mentioned, his research program suggests involvement in mentoring graduate students through the Department of Psychology's PhD program. Current projects include investigating the developmental trajectories of logical reasoning, the neural correlates of recursive sequence processing, and the design of culturally adaptive educational interventions targeting early math and language skills in preschool settings.

پروفایل رسمی دانشگاه

Inna Fishmanمشاهده پروفایل

دانشیار

San Diego State UniversityUnited States

Inna Fishman, Ph.D., is a Research Associate Professor at San Diego State University's Department of Psychology within the College of Sciences. Her research investigates brain network organization in autism spectrum disorder (ASD) using multimodal MRI techniques, focusing on developmental trajectories from toddlerhood to adulthood. She directs studies on sensory processing, socioeconomic influences, and neural connectivity patterns in ASD. Research Focus: Dr. Fishman's work bridges social neuroscience and clinical neuropsychology, examining: Early biomarkers of ASD via functional/diffusion MRI Impact of bilingualism and socioeconomic factors on neurodevelopment Sleep disorders and sensory sensitivities in autistic children Aging-related neural changes in adults with ASD Publication Trends: Her recent articles (2021-2025) emphasize: 1) Advanced neuroimaging of ASD across lifespan stages, 2) Machine learning applications for diagnostics, 3) Socioeconomic and environmental modulators of brain development, and 4) Sleep/auditory processing comorbidities. Student Advising & Grants: She mentors doctoral candidates (Lindsay Olson, Jiwandeep Kohli, Bosi Chen) and leads NIH-funded projects including a clinical psychology fellowship for autism evaluation across ages. Laboratory Affiliation: Dr. Fishman co-directs the Brain Development Imaging Laboratories (BDIL), which investigates ASD manifestations through behavioral and neuroimaging approaches.

پروفایل رسمی دانشگاه

Susanne Jaeggiمشاهده پروفایل

استاد

Northeastern UniversityUnited States

Susanne M. Jaeggi is a Professor of Psychology at Northeastern University, with additional affiliations in the Bouve College of Health Sciences and the College of Arts, Media, and Design. Her research focuses on cognitive training, executive functions, and individual differences in cognition across the lifespan. She holds PhDs in Cognitive Psychology and Neuroscience from the University of Bern (Switzerland), and completed postdoctoral work in Cognitive Neuroscience at the University of Michigan. Her work has been funded by NIH, NSF, IES, ONR, and the Advanced Education Research and Development Fund (AERDF). She leads the Working Memory & Plasticity Lab , which develops interventions to improve working memory and executive functions, and co-leads the Brain Game Center for Mental Fitness and Well-Being , creating evidence-based brain fitness tools. Jaeggi’s research emphasizes understanding mechanisms of cognitive improvement through training, including neuroplasticity and individual variability. Key areas include cognitive aging interventions, gamification, sensory-cognitive interactions, and the impact of socioeconomic factors on academic achievement. Her work integrates behavioral experiments, neuroimaging, and digital health technologies to address real-world challenges in education and healthcare. Recent studies explore music/art-based interventions, brain stimulation (e.g., tDCS), and scalable cognitive assessments. Collaborations span disciplines, with publications addressing topics like neural correlates of training, motivational features in interventions, and cross-modal perception. Her labs emphasize translating findings into public-facing tools, such as freely accessible brain fitness apps. Current projects include optimizing interventions for ADHD populations and leveraging digital platforms for global mental fitness.

پروفایل رسمی دانشگاه

فقط ۷۵۰ نتیجه اول نمایش داده می‌شود. برای رسیدن به نتایج دقیق‌تر، جست‌وجو را با فیلترها محدودتر کنید.