جست‌وجوی استاد و پژوهشگر

Tiffany Hoمشاهده پروفایل

استادیار

• Cognitive Neuroscience
• Adolescent Neurodevelopment
• Depression
• +۵ مورد دیگر

Dr. Tiffany Ho is an Assistant Professor in the Department of Psychology at the University of California, Los Angeles (UCLA). She is also affiliated with the Cognition, Affect, and Neurodevelopment in Youth (CANDY) lab, where she leads research on adolescent neurodevelopment, depression, and the neurobiological impacts of early adversity. Her work integrates neuroimaging, psychophysiology, and immunology to understand how stress and adversity shape brain circuits underlying emotion and behavior during adolescence. Education: Ph.D. in Psychology, University of California, San Diego B.A. in Cognitive Science, University of California, Berkeley Postdoctoral Fellowship in Clinical Neuroscience, University of California, San Francisco Postdoctoral Training in Affective Science, Stanford University Research Interests: Dr. Ho’s research focuses on understanding how brain circuits underlying thoughts, emotions, and behaviors change during adolescent development. She investigates how experiences of adversity and perceptions of stress shape neurodevelopment, and how these changes impact the etiology, course, and treatment of depression. Her lab uses a multimodal approach, including behavioral, cognitive, endocrine, immune, and neuroimaging techniques, and leverages big data and global initiatives to identify robust brain imaging markers associated with depression and related conditions. Grants and Funding: Her research has been generously funded by the Klingenstein Third Generation Foundation and the National Institute of Mental Health . Publications and Impact: Dr. Ho has published extensively in high-impact journals, with over 100 peer-reviewed articles. Her recent work includes studies on the effects of COVID-19 on adolescent mental health, the role of inflammation in depression, and the use of machine learning to classify major depressive disorder using neuroimaging data. She is also a key contributor to the ENIGMA consortium, a global initiative aimed at understanding brain alterations in psychiatric disorders.

• Sports Science
• Exercise Physiology
• Strength Training
• +۴ مورد دیگر

Hilde Stokvold Gundersen serves as an Associate Professor in the Department of Sport, Food and Natural Sciences at Western Norway University of Applied Sciences (HVL). Her academic position is based at the Bergen KRONSTAD campus where her office is located in room L215. She maintains an active research profile with multiple publications in 2024 across various sports science domains. Dr. Gundersen's research interests span multiple critical areas in sports science, with particular focus on adolescent development in athletic contexts, strength training methodologies, and aquatic safety education. Her work bridges theoretical sports science with practical applications in educational settings, especially in primary school physical education programs. She demonstrates expertise in examining physiological development markers like bone age and their relationship to athletic performance metrics. Analysis of her 2024 publications reveals a strong emphasis on practical applications of sports science research. Her work addresses gender-specific training considerations, developmental physiology in youth athletes, and safety education in aquatic environments. The publications appear in both Norwegian-language educational resources and international scientific journals including the Journal of Applied Physiology and Frontiers in Sports and Active Living, indicating both national and international scholarly impact. While specific awards are not mentioned in the available information, her publication record demonstrates active scholarly contribution to the field of sports science. Her collaborative work with researchers across different institutions suggests integration within broader research networks in exercise physiology and sports pedagogy.

• Speech Processing
• Early Language Development
• Dyslexia
• +۳ مورد دیگر

Dr. Gesa Schaadt is a postdoctoral research scientist at the Clinic of Cognitive Neurology , University of Leipzig, affiliated with the Medical Faculty . Holding a PhD in Psychology from Humboldt-Universität zu Berlin, her work focuses on the neurocognitive mechanisms underlying speech processing and language development in children, particularly those with writing difficulties and dyslexia. She has held research positions at both Humboldt-Universität and the Max Planck Institute for Human Cognitive and Brain Sciences. Education AS-Level (Psychology, Biology, Mathematics, Spanish), King Edward VI Sixth Form College (2003) University Entrance Certificate (Advanced Courses: English, Biology), Rübekamp School (2005) Diploma in Psychology (Cognitive Psychology), Humboldt-Universität zu Berlin (2011) Doctor of Psychology (Dr. rer. nat.), Humboldt-Universität zu Berlin (2016) Research Interests encompass visual-auditory speech integration, developmental language disorders, and the hormonal impacts on language acquisition during 'mini-puberty'. Her work bridges cognitive psychology and clinical neurology, utilizing neuroimaging and behavioral methods. Scientific Awards include fellowship support during her PhD studies at the Max Planck Institute for Human Cognitive and Brain Sciences (2011-2013). Current Work investigates neurocognitive pathways in language development and disorders, combining insights from cognitive psychology and neurology.

• Clinical sciences
• Statistics
• Cognitive and computational psychology
• +۳ مورد دیگر

Dr. Ruth Bell is an Honorary Principal Research Fellow at University College London's Department of Epidemiology & Public Health. Her work focuses on cognitive and clinical research involving deaf populations, sign language processing, and neurodevelopmental conditions. She holds a PhD from the University of Nottingham (1978) and has contributed to over 50 academic publications. Her research integrates neuroscience, linguistics, and education, particularly examining how deaf children with autism process facial and emotional cues in British Sign Language. Key areas include cross-modal plasticity, motion perception in autism, and literacy development in pre-lingually deaf individuals. She has pioneered studies on facial expression recognition, cochlear implant outcomes, and the cognitive impacts of sign language acquisition. Bell's interdisciplinary approach bridges clinical practice and theoretical linguistics. She has collaborated on neuroimaging projects investigating brain activation patterns during speechreading and sign language processing. Her recent work explores developmental trajectories of social cognition in genetic syndromes like Williams syndrome. Her research has informed educational strategies for deaf children and advanced understanding of atypical neurodevelopment. Current projects include longitudinal studies on dyslexia across orthographic systems and the psychosocial aspects of hearing impairment interventions.

Silvina Andrea Montrulمشاهده پروفایل

استاد

• Second Language Acquisition
• Bilingualism
• Heritage Language Acquisition
• +۳ مورد دیگر

Silvina Andrea Montrul is a Professor in the Department of Spanish and Portuguese and the Department of Linguistics at the University of Illinois. She is affiliated with multiple academic units including the Lemann Center for Brazilian Studies, Beckman Institute for Advanced Science and Technology, and Center for Latin American and Caribbean Studies. PhD in Linguistics from McGill University Masters in English from University of Cincinnati Bachelor’s degree from Argentina Her research focuses on Second Language Acquisition , Bilingualism , and Heritage Language Acquisition , examining theoretical issues in interlanguage and bilingual grammars, linguistic selectivity in acquisition/loss, and connections between second language processes and historical language change. Recent articles explore Turkish heritage speakers, language attrition mechanisms, and structural priming effects. Grants include: NIH R03HD099491 (PI) - Validating language development measures NSF BCS-1431324 (Co-PI) - Cognitive differences in language processing NSF BCS-0917593 - Differential Object Marking in heritage languages NCSA Faculty Fellowship - Linguistic variation analysis Scientific awards include the 2024 L. Bloomfield Book Award and University Scholar recognition (2013). She previously served as Department Head (2010-2013, 2015-2016) and founded the University Language Academy for Children (2010-2018).

Steven Kappمشاهده پروفایل

مدرس ارشد

• Autism and Neurodiversity
• Developmental Psychology
• Disability Studies
• +۳ مورد دیگر

Dr. Steven Kapp is a Senior Lecturer in Psychology at the University of Portsmouth’s School of Psychology, Sport and Health Sciences, within the Faculty of Science and Health. His work focuses on autism and neurodiversity, integrating perspectives from developmental psychology, public policy, and disability studies. He holds a PhD from UCLA and has held roles such as Director of Science at the Autistic Self Advocacy Network, influencing DSM-5 revisions. His research emphasizes autistic quality of life, healthcare access, and participatory methodologies. Education: BSc in Public Policy (University of Southern California), MA (2013) and PhD (2016) in Human Development and Psychology within Education at UCLA. Postdoctoral research at the University of Exeter (2016–2019) focused on autism diagnosis and neurodiversity. Current teaching includes coordinating the MSc Neurodiversity Studies module and lecturing on disability studies. Research Interests: Autistic identity and rights, sensory-motor functioning, healthcare accessibility, and autism advocacy. His work critiques ableist frameworks and promotes neurodiversity-affirming practices. Recent articles explore autism service outcomes, neurodiversity terminology, and oxytocin research through critical lenses. Awards: None explicitly listed. Advising: Supervises students in BSc and MSc programs. Grants: Collaborates on Wellcome Trust-funded projects. Labs/Teams: Associated with the Centre for Integrated Health and Wellbeing, focusing on neurodivergent inclusion in healthcare and education.

• Foreign Language Anxiety
• Language Educational Neurosciences
• Early Foreign Language Learning
• +۶ مورد دیگر

Heiner Böttger is a Full Professor of English Didactics and EFL (English as a Foreign Language) at the Catholic University of Eichstätt-Ingolstadt, Germany, where he has served since 2007. He holds the Professorship for Didactics of English Language and Literature within the Faculty of Languages and Literature. His academic journey includes positions at the University of Erlangen-Nuremberg and visiting professorships at institutions including Akdeniz University in Turkey, Aristotle University in Greece, and Long Island University in New York. Professor Böttger's research focuses on the intersection of language education and neuroscience, with particular expertise in foreign language anxiety (xenoglossophobia), sensitive phases of language development, multilingual didactics, and evidence-based foreign language teaching. His work bridges theoretical knowledge with practical classroom applications, emphasizing how insights from neuroscience can transform language teaching methodologies. He has pioneered approaches to early foreign language learning, corporate language instruction, and the psychological aspects of language acquisition including memory, resilience, and mindfulness. His extensive publication record demonstrates a clear trajectory toward integrating neuroscientific findings with language education. Recent works focus on language educational neurosciences (LEN), outdoor language learning, storytelling techniques, and the neuromotor foundations of speaking skills. Böttger's research shows increasing sophistication in connecting brain-based learning principles with practical language teaching strategies across diverse contexts from primary education to corporate settings. As an active academic, Böttger serves as Chairman of the Early language learning advisory board BIG (foundation Lernen, Munich) and as an External Academic Reviewer to the Greek state. His professional activities demonstrate a commitment to advancing evidence-based language education through both theoretical contributions and practical implementation.

• First Nations health
• Cultural safety
• Restorative health policy
• +۶ مورد دیگر

Nina Sivertsen is an Associate Professor at UiT The Arctic University of Norway with a specialization in Sami nursing education in Kautokeino. She also holds a position at Flinders University in Adelaide, Australia. As an Indigenous Sámi woman living and working on Kaurna Lands in Australia, her academic work focuses on cultural responsiveness in curriculum design and implementation to positively engage students in learning about First Nations health. Her educational background includes RN, BNg (Hons First Class), Grad Cert Ed (Higher Ed), and PhD from Flinders University. Dr. Sivertsen's research centers on community and health systems research in partnership with First Peoples, with a focus on restorative policy and practice, particularly around women's health within the socio-political context of assimilation and colonization. She works in inter-Indigenous settings with First Nations health professionals globally to improve healthcare and health outcomes for all First Nations people. Her specific research interests include: First Nations health Cultural safety Restorative health policy Culturally responsive curriculum design First Nations women's and children's health Health experiences within health systems Nursing research Aboriginal Australian cultures Sámi nursing and midwifery Her publication record demonstrates consistent contributions to Indigenous health research, particularly examining the intersections between Sámi and Aboriginal Australian health experiences, vaccine decision-making, culturally safe healthcare, and the impacts of housing instability on healthcare access. Her research often involves collaborative approaches with Indigenous communities and focuses on developing culturally appropriate healthcare models. Dr. Sivertsen has received numerous prestigious awards recognizing her contributions to teaching and innovation: 2021 Women in Innovation SA Award 2021 National Finalist AFR Teaching Excellence Award 2021 Vice-Chancellor's Award for Innovation in Teaching 2020 CNHS Excellence in Teaching Award 2019 International Women's Day Irene Bell Award 2018 Roger Wurm Award She has successfully secured multiple research grants including Flinders Foundation grants, Hospital Research Foundation funding, Arts in Health grants, and international collaborations through organizations like the Canadian Institute of Health Research. Her grant work focuses on women's and children's health, particularly addressing the needs of marginalized communities. Dr. Sivertsen is an active member of community organizations and academic committees, providing space for Indigenous voices within strategic planning, governance, and curriculum development. She supervises research higher degree students, helping to build capacity and create new knowledge in Indigenous health research.

Jason Cheinمشاهده پروفایل

استاد

• Cognitive Psychology
• Cognitive Neuroscience
• Neuroscience
• +۶ مورد دیگر

Jason Chein is a Professor at Temple University’s College of Liberal Arts, Department of Psychology and Neuroscience. He directs the Temple University Brain Research & Imaging Center (TUBRIC) and leads the Control & Adaptive Behavior Laboratory (CAB Lab). PhD in Cognitive Psychology (Cognitive Neuroscience specialization), University of Pittsburgh Postdoctoral research at Princeton University His research explores the development and deployment of self-regulatory control, focusing on how executive functioning influences learning, problem-solving, decision-making, and social navigation under distraction or emotional arousal. Key methodologies include behavioral experiments, longitudinal studies, and MRI-based neuroimaging. Publications emphasize working memory, adolescent decision-making, reward processing, and neuroimaging applications. His work often bridges cognitive neuroscience with developmental psychology, highlighting the interplay between brain maturation, social context, and executive function. Dr. Chein’s lab investigates adaptive behaviors using convergent methodologies. He contributes to graduate education through courses in cognitive neuroimaging, neuroscience core topics, and cognitive psychology.

• Clinical Medicine
• Health Sciences
• Audiology
• +۵ مورد دیگر

Şenay Altinyay is an Assistant Professor at Gazi University , affiliated with the Faculty of Health Sciences, Department of Audiology . She has held administrative roles including Deputy Head of Department and Faculty Management Board Member . Education : PhD in Special Education (Gazi University), MSc in Audiology (Hacettepe University), BSc in Special Education (Gazi University) Research Focus : Audiology, hearing impairment, cochlear implantation, speech development, genetic hearing disorders, and telehealth interventions. Her research explores auditory rehabilitation in children with complex conditions, including inner ear malformations and vocal fold nodules . She has contributed to understanding the genetic basis of hearing loss (e.g., GJB2 mutations) and developed educational frameworks for multi-disability instruction . She has served on quality committees and faculty boards.

• Gender and Sexuality Studies
• Critical Studies of Men and Masculinities
• Circumcision and the Foreskin
• +۴ مورد دیگر

Jonathan A. Allan is a Professor in the Department of English, Drama, and Creative Writing and Gender and Women’s Studies at Brandon University. His research focuses on taboo topics related to masculinity, obscenity, and the body, with notable works including Uncut: A Cultural Analysis of the Foreskin (2024) and Reading from Behind (2016). He holds editorial roles at journals like Journal of Bodies, Sexualities, and Masculinities and is Vice-President of the American Men’s Studies Association. Dr. Allan’s PhD is from the University of Toronto’s Centre for Comparative Literature. His research spans censorship, circumcision debates, and nudism, often intersecting with legal and ethical frameworks. He explores how societal norms police bodies and sexuality, with a focus on masculinity studies and queer theory. Educations: PhD, Centre for Comparative Literature, University of Toronto MA, Studies in Comparative Literature and the Arts, Brock University MA, Spanish Language and Culture, Queen’s University BA (Honours), Spanish, Queen’s University His research interests include censorship and obscenity law, Indigenous literatures, and interdisciplinary methods like textualism and reader response theory. He has received the Carl Bode Award for his article on anti-circumcision activism. Teaching areas encompass American literature, Indigenous literatures in Canada, and critical studies of masculinity. His courses include Censorship and Obscenity and Erotica , often cross-listed with Gender and Women’s Studies.

Anna Luisa Daigneaultمشاهده پروفایل

پژوهشگر

• Endangered Languages
• Language Revitalization
• Digital Lexicography
• +۳ مورد دیگر

Anna Luisa Daigneault is a Researcher in Linguistic Anthropology at the University of Montreal , where she earned her M.Sc. in 2010 and B.A. from McGill University in 2005 . She has over a decade of experience at the Living Tongues Institute for Endangered Languages , serving as Development Officer (2011–2017) and Program Director (2018–2024) . Her work focuses on documenting Indigenous, diaspora, and creole languages across the Americas and Pacific Islands, contributing to over fifty online Living Dictionaries and publications in SAPIENS , Global Voices , and The Dominion . She presented at TEDxGreensboro and currently serves on the boards of Art+Feminism and Tierra Indígena Montessori . Education: M.Sc. (2010) – Faculty of Arts and Sciences, Department of Anthropology, University of Montreal B.A. (2005) – McGill University Research Interests: Endangered Languages Language Revitalization Digital Lexicography Decolonial Methods Ethnolinguistic Fieldwork Her publications explore AI's role in language preservation, co-creative dictionary-building, and decolonial approaches to linguistic research, reflecting trends in computational methods, Indigenous language platforms, and community-driven documentation. She has secured grants from organizations like the PEN America , Firebird Foundation , and Native Voices Endowment .

Jenifer McGuireمشاهده پروفایل

استاد

• Health and well-being of transgender youth
• Family relationships and gender identity
• Coparenting
• +۳ مورد دیگر

Jenifer McGuire is a Professor and Extension Specialist in the Department of Family Social Science at the University of Minnesota’s College of Education and Human Development. Her work focuses on transgender youth well-being, family dynamics during gender transitions, and co-parenting challenges. She collaborates with clinics, schools, and communities to create supportive environments for LGBTQ+ youth. Education: PhD in Family Studies and Human Development (University of Arizona), MPH in Public Health (University of Arizona), MS in Family Studies (University of Arizona), BA in Communications & Psychology (University of Colorado). Research Interests: Transgender youth health and family relationships Impact of gender identity on family systems Co-parenting in divorced families LGBTQ+ youth inclusion in schools and communities Key Projects: Transgender youth study with in-depth interviews Parents Forever co-parenting program evaluation Rural LGBTQ+ youth well-being initiatives Awards: Recipient of the 2023 Excellence in Research Award and 2022 Extension Dean’s Distinguished Award. Notable publications include studies on puberty suppression outcomes and LGBTQ-inclusive curricula. Advising: Currently accepting graduate and undergraduate advisees for research in gender identity and family dynamics. Oversees a lab offering qualitative and quantitative research opportunities with community outreach components.

Sarah Curtissمشاهده پروفایل

استادیار

• Special Education
• Autism Spectrum Disorder
• Human Development
• +۴ مورد دیگر

Dr. Sarah Curtiss is an Assistant Professor in the School of Education at the University of Delaware, specializing in special education with a focus on autism spectrum disorder (ASD). She holds a Ph.D. in Human Development and Family Studies from the University of Illinois at Urbana-Champaign (2017), an M.S. in Human and Community Development (2013), and a B.S. in Psychology (2004). Prior academic roles include a postdoctoral fellowship at Michigan State University and Trinity College Dublin, and a Graduate Research Assistantship at UIUC. Her professional background includes managing a vocational day program for adults with developmental disabilities from 2004–2010. Research Interests: Dr. Curtiss examines programs and interventions for autistic youth, emphasizing resilience, contextual factors (families, communities, schools), and stakeholder-informed approaches. Key areas include human sexuality education, social skills development, family mealtimes, and transition to adulthood. Her work prioritizes applied research, participatory methods, and addressing systemic barriers faced by neurodivergent individuals. Grants & Awards: Firpo-Triplett, R. (PI), Curtiss, S. (Expert Advisor). SkillTalk: Communication training around sexual health topics for parents of youth with Autism Spectrum Disorder . National Institute of Child Health and Human Development SBIR (2018, $224,957). Ebata, A. (PI), Curtiss, S. (co-PI). The birds and the bees: Building capacity to deliver sex education to individuals with autism . The Autism Program of Illinois (2013, $1,000). Recipient of the MSU-DOCTRID Hegarty Postdoctoral Research Fellowship (2017–2019). Lab & Collaborations: She leads the Autism in Context Lab , focusing on contextualized interventions and community engagement. Her work intersects with cultural humility, anti-racist/anti-ableist practices, and global autism care (e.g., Uganda-focused studies).

Simona Ghettiمشاهده پروفایل

استاد

• Developmental Psychology
• Cognitive Neuroscience
• Memory Development
• +۳ مورد دیگر

Simona Ghetti is a Professor in the Department of Psychology at the University of California, Davis, and a faculty member at the UC Davis Center for Mind and Brain. She holds editorial roles in journals such as Memory , Journal of Experimental Psychology: General , and Frontiers in Developmental Psychology . Her research focuses on the development of memory and metamemory in children, employing behavioral and neuroimaging methods in her Memory and Development (MaD) Lab. She studies both typical and atypical memory development, with a particular interest in episodic memory, spatial-temporal binding, and decision-making processes. Dr. Ghetti’s educational background includes a B.S. (Summa Cum Laude) from the Università di Padova, Italy, and a Ph.D. in Psychology from UC Davis. She has received multiple prestigious awards, including the UC Davis Chancellor’s Fellowship and the James F. McDonnell Foundation Scholar Award. Her work bridges cognitive neuroscience and developmental psychology, addressing questions about how memory systems mature and interact with neurocognitive processes. Her lab’s research extends to clinical applications, such as studying neurocognitive risks in children with conditions like asthma and diabetes. She also explores interventions to enhance memory and metacognitive skills in educational settings. Collaborations include studies on diabetic ketoacidosis’s effects on cognition and the development of data integration methods for neuroimaging. Dr. Ghetti’s teaching includes courses on the Development of Memory and Developmental Psychology. She actively contributes to professional organizations like the Cognitive Neuroscience Society and the Society for Research in Child Development, emphasizing interdisciplinary approaches to understanding memory systems.