جستجوی استاد راهنمای دانشگاهی

April Yi Wangمشاهده پروفایل

استادیار

• Human-Computer Interaction
• Educational Technology
• Programming Support
• +۴ مورد دیگر

April Yi Wang is a tenure-track Assistant Professor in the Department of Computer Science at ETH Zürich, where she directs the Programming, Education, and Computer-Human Interaction Lab (PEACH Lab). She is a core faculty member at the Institute for Intelligent Interactive Systems and associated with the ETH AI Center. Wang is also an active member of ETH HCI and Swiss CHI communities, contributing significantly to human-computer interaction and educational technology research. Dr. Wang's educational background includes: Ph.D. in Information Science from University of Michigan (2023), advised by Steve Oney and Christopher Brooks M.Sc. in Computer Science from Simon Fraser University (2018), advised by Parmit Chilana B.Eng in Computer Science from Zhejiang University (2016) Dr. Wang's research focuses on human-centered approaches to programming and data science. Her work reimagines programming as a form of literature that communicates with both machines and people, exploring creative representations like text, shapes, animations, and everyday objects. She investigates how to make programming more natural and intuitive through literate programming environments, with applications in professional and educational contexts. Her research spans human-computer interaction, educational technology, and AI-assisted programming tools. Analysis of Dr. Wang's recent publications reveals a strong focus on AI-enhanced educational tools, particularly for programming and data literacy. Her work increasingly integrates large language models to scaffold learning while maintaining user agency. There's a clear trajectory toward developing situated learning approaches that connect abstract concepts to real-world contexts through augmented reality and tangible interfaces. Her research bridges HCI, education, and AI to create more accessible and engaging technical learning experiences. Dr. Wang has received numerous prestigious awards including: 2023 Gary M. Olson Award and Honourable Mention Award at ACM CHI 2022 Rising Stars in EECS and Heidelberg Laureate Forum Young Researcher 2020 Best Short Paper Award at IEEE VL/HCC and Honourable Mention at ACM CHI 2019 Best Paper Award at ACM CSCW Dr. Wang actively mentors students through thesis projects at ETH Zürich, supervising numerous bachelor's and master's students on topics ranging from AI-assisted programming to data literacy tools. Her lab, PEACH Lab, has secured funding including the recent innovedum funding for the Coducate project. She serves on program committees for major conferences including CHI and UIST, and regularly reviews for top HCI and education journals. The PEACH Lab, directed by Dr. Wang, focuses on creating expressive, intelligent, and human-centered systems that make technical topics more accessible. The lab explores textual, visual, and embodied representations for programming, with emphasis on enhancing communication, collaboration, and learning. Current research directions include balancing automation with user agency, supporting diverse learning needs, and developing tools for interdisciplinary technical communication.

• Empirical Aesthetics
• Cognitive Psychology
• Neuroaesthetics
• +۴ مورد دیگر

Helmut Leder is a Professor at the University of Vienna, specifically within the Faculty of Psychology's Department of Cognition, Emotion, and Methods in Psychology. He serves as Head of the Vienna Cognitive Science Hub, integrating interdisciplinary approaches to study aesthetic experiences and cognitive processes. His academic profile includes teaching courses in General Psychology, Cognitive Psychology, and Neurosciences, alongside supervising master's and doctoral thesis seminars focused on perception and neuroaesthetics. Key Research Areas : Empirical Aesthetics, Cognitive Psychology, Visual Perception, Cross-Cultural Psychology, Urban Art Impact, Mental Imagery Studies Methodological Focus : Eye-tracking, Machine Learning Analysis, Cross-Cultural Comparisons, Field Experiments, Neuroimaging Recent Contributions : Investigated urban art's role in stress reduction, developed network models of aesthetic experiences, explored non-visual color navigation for the blind, and applied machine learning to art evaluation. His work bridges psychology with cultural studies, examining how aesthetic experiences shape well-being and cognitive processes. Current projects emphasize the neural and behavioral distinctions between real and imagined art encounters, while challenging traditional gender-based perception models.

Yuuko Uchikoshi Tonkovichمشاهده پروفایل

استاد

• Early Childhood
• Multilingual Learners
• Bilingualism and Bilingual Education
• +۱۲ مورد دیگر

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.

Clyde Kruskalمشاهده پروفایل

دانشیار

• Parallel Computing
• Algorithms
• Computer Architecture
• +۳ مورد دیگر

Clyde Kruskal is an Associate Professor in the Department of Computer Science at the University of Maryland, College Park. His research focuses on parallel architectures, models, and algorithms. He earned a Ph.D. from New York University in 1981 and a bachelor’s degree from Brandeis University in 1976. His work includes foundational contributions to parallel computing, such as the read–modify–write concept in distributed systems. Kruskal’s research spans topics like interconnection networks, synchronization mechanisms, and algorithm design for parallel systems. Education: Bachelor’s Degree: Brandeis University, 1976 Master’s Degree: New York University (Courant Institute), 1978 Ph.D.: New York University (Courant Institute), 1981 Research Interests: Parallel computing architectures, parallel algorithms design, multiprocessor synchronization, interconnection networks, and computational geometry problems like graph coloring and visibility analysis. His work emphasizes theoretical foundations and practical implementations in parallel systems. Notable Contributions: Kruskal co-authored the book Problems With A Point: Exploring Math And Computer Science (2019), and his research includes foundational papers on parallel prefix operations, sparse matrix algorithms, and synchronization protocols. His publications span over three decades, reflecting sustained contributions to parallel computing theory and practice. Advising & Outreach: He has mentored students through programs like the Summer Combinatorial Algorithms REU at UMD, fostering undergraduate research in algorithm design and parallel computing.

George Buchananمشاهده پروفایل

استاد

• Human-Computer Interaction
• Digital Libraries
• Information Retrieval
• +۵ مورد دیگر

Professor George Buchanan is a leading researcher in human-computer interaction and digital libraries at RMIT University . His work bridges information science, digital humanities, and health informatics, focusing on usability in sensitive contexts like healthcare and misinformation. Deputy Dean, Research at RMIT University Former Director, University of Melbourne iSchool Research Interests: Digital information interaction Health and aging informatics Disinformation analysis Mobile interface design Digital library systems Key Contributions: Developed mobile web usability benchmarks, spatial hypertext tools, and thermal feedback interfaces. Currently seeking PhD students for 2025 projects on digital browsing and view change dynamics. Awards: Over twenty best paper awards and Honorary Life Fellow of the Royal Society of Arts. Advising: Accepting Masters/PhD supervision in information interaction and digital health domains.

Michaela Sambanisمشاهده پروفایل

استاد

• English Language Teaching
• Positive Foreign Language Didactics
• Neurodidactics
• +۶ مورد دیگر

Univ.-Prof. Dr. Michaela Sambanis is a Professor of English Didactics at the Institute of English Philology within the Department of Philosophy and Humanities at Freie Universität Berlin. She has held this position since 2011 and previously served as the managing director of the Institute from Winter semester 2017/2018 to October 2019. Her academic journey includes research work at the Transfer Center for Neuroscience and Learning at the University of Ulm (2008-2011), completion of her habilitation in 2006, and her promotion in 2001. Professor Sambanis's research centers on the innovative intersection of educational neuroscience and language teaching methodology. Her work pioneers the field of Positive Foreign Language Didactics, connecting positive psychology with language education. She investigates embodied cognition approaches, particularly movement-based learning, and explores theater methods and arts integration in language instruction. Her research also addresses teacher well-being and health, multilingualism in educational settings, and the application of neuroscience findings to practical classroom situations. The k2teach project represents her current focus on teaching-learning labs in English teacher education. Her scholarly output demonstrates a consistent trajectory toward integrating neuroscience with language pedagogy, with recent publications increasingly addressing mental health, digital transformation in education, and positive psychology applications. The evolution of her work shows a progression from practical teaching methods to increasingly sophisticated neurodidactic frameworks that bridge scientific evidence with classroom practice. Professor Sambanis serves on multiple scientific advisory boards including the Goethe Institut in Munich, the Transfer Center for Neuroscience and Learning at the University of Ulm, and the Schlözer Program for Teacher Education. She is also the founding chair of the cross-state E&M Berlin-Brandenburg section and a member of the German Society for Foreign Language Research (DGFF). Her editorial work includes the SELT book series on English Language Teaching. Her teaching responsibilities include supervising master's theses in English teaching, and she has developed numerous teaching-learning laboratories that connect theoretical knowledge with practical application in teacher education. Her work demonstrates a strong commitment to evidence-based foreign language didactics that incorporates insights from neuroscience, psychology, and educational research.

• Digital Publishing
• Social Media Platforms
• Open Access
• +۳ مورد دیگر

Dr. Xiang Ren is a Lecturer in Media and Communication at the University of Sydney, serving as the Undergraduate Course Component Coordinator (MECO). He holds an MA from Westminster University and a PhD from Queensland University of Technology (QUT). His research focuses on digital publishing, social media platforms, open knowledge innovations, and Chinese digital media and cultures. He has authored China's eBook Evolution: Disruptive Models and Emerging Book Cultures (Cambridge University Press) and co-authored Open Knowledge Institutions: Reinventing Universities (MIT Press). His work appears in journals like Media, Culture and Society and Information, Communication and Society . Dr. Ren's research examines the intersection of technology and cultural economies, with a particular emphasis on China's digital publishing landscape and global transcultural storytelling. He has held roles at Western Sydney University, the Australian Digital Futures Institute, and the Institute for Culture and Society. His teaching includes courses on media industries, digital publishing, and interdisciplinary impact. His publications span academic books, peer-reviewed articles, and conference presentations, reflecting expertise in open access, platform ecosystems, and creative industries. He has secured grants, such as the 2022 'What Australia Means to Me Project,' and contributes to professional associations like the International Communication Association and the Society for the History of Authorship, Reading and Publishing. Dr. Ren advises PhD students on topics like digital platform governance and content industrialization. His research bridges theoretical frameworks with empirical studies, addressing issues of trust in digital platforms and the transformation of cultural industries in the digital age.

Vibeke Grøverمشاهده پروفایل

استاد

• Language and reading comprehension in children
• Language minority children's learning
• Second language acquisition
• +۳ مورد دیگر

Vibeke Grøver is a Professor at the Department of Pedagogical Research, University of Oslo. Her work focuses on language and reading comprehension development for language minority children, with a emphasis on bilingual education, shared book reading interventions, and sociolinguistic factors influencing literacy. Education: Dr.polit., University of Oslo (1992) Master in Educational Psychology, University of Oslo (1982) Elementary School Teacher, University of Oslo (1977) Research Interests include second-language acquisition, early literacy for dual-language learners, home literacy environments, and teacher talk features in preschool settings. She leads projects like Teaching for text comprehension and has contributed to the DEAL (Development, Equality, and Literacy in Learning Contexts) research group. Article Trends show longitudinal studies on bilingual profiles, shared reading interventions, code-switching dynamics, and neighborhood demographic impacts on vocabulary. Key themes include scaffolding language minority students, cross-cultural comparisons (e.g., Chinese-Norwegian families), and teacher-student interaction patterns in multilingual preschools. Leadership Roles include Dean of the Faculty of Educational Sciences (2009–2012) and advisory positions for the Peder Sather Center at UC Berkeley (2012–2014). Research visits span Harvard, UC Berkeley, NYU, and East China Normal University.

Katherine A. MacTavishمشاهده پروفایل

دانشیار

• Rural Families
• Trailer Park Communities
• Youth Development
• +۷ مورد دیگر

Katherine A. MacTavish, PhD, is an Associate Professor in the Department of Human Development and Family Sciences within the College of Public Health and Human Sciences at Oregon State University. She joined Oregon State in 2001 after previously working as an adjunct instructor of early childhood education at the University of New Mexico-Valencia and as coordinator of early childhood programs for Magdalena Municipal Schools in New Mexico. Dr. MacTavish holds a bachelor's degree in Arts Education and a master's degree in Early Childhood Special Education from the University of New Mexico, and a doctoral degree in Human and Community Development from the University of Illinois at Urbana-Champaign. Dr. MacTavish's research centers on examining how small towns and rural places function for the children and families who call them home. Since 1997, she has been examining contextual factors that shape developmental pathways for children and youth in rural trailer parks. Her work explores the role of trailer parks as a source of affordable housing for rural families, particularly focusing on the experiences of working-poor families navigating the 'mobile home industrial complex.' She has co-authored the book 'Singlewide: Chasing the American Dream in a Rural Trailer Park' which examines trailer park life across three distinct cultural contexts - white families in Illinois, Hispanic families in New Mexico, and African American families in North Carolina. Her current research includes studying the return migration of rural young people - those who, after gaining education in urban areas, return to their rural hometowns. This work explores how these young people navigate family and community perceptions that returning home somehow signals failure. Dr. MacTavish has also been actively involved in initiatives related to equity, inclusion, and diversity, including the 'Transforming Academia for Equity' and 'Land Grant University for Equity and Justice' initiatives. Dr. MacTavish's scholarly work, including her 23 publications with over 3,600 reads and 267 citations, consistently focuses on rural poverty, community development, and the intersection of housing and family life. Her research combines ethnographic methods with policy analysis to address systemic issues affecting rural communities, particularly examining how economic and social conditions impact rural community health and family wellbeing. Dr. MacTavish has been instrumental in connecting academic research with practical community applications, sharing her findings directly with the families who participated in her studies. Her work demonstrates how reading research about their own experiences has helped participants reconsider their circumstances and possibilities. Outside of her academic work, Dr. MacTavish enjoys running, gardening, and spending time with her family. She emphasizes the importance of patience in scholarship and encourages students to be present in their educational journey rather than worrying about the future.

Bronson Huiمشاهده پروفایل

استادیار

• Second Language Acquisition
• Applied Psycholinguistics
• Vocabulary Learning and Teaching
• +۴ مورد دیگر

Bronson Hui is an Assistant Professor of Second Language Acquisition at the University of Maryland, College Park, within the School of Languages, Literatures, and Cultures (SLLC). He is also a member of the Maryland Language Science Center. His research focuses on applied psycholinguistics, particularly second language acquisition in instructed contexts, multi-modal input, vocabulary learning, and open science practices. Hui holds a Ph.D. in Second Language Studies from Michigan State University, an M.S. in Applied Linguistics from the University of Oxford, and dual B.A./B.Ed. degrees in English Language and Education from the University of Hong Kong. Education: Ph.D., Second Language Studies, Michigan State University M.S., Applied Linguistics and Second Language Acquisition, University of Oxford B.A. & B.Ed., English Language and Linguistics / Language Education, University of Hong Kong His research interests include experimental methods in SLA, quantitative analysis, and the use of AI tools in meta-research. He has published in journals like Studies in Second Language Acquisition , Language Learning , and Applied Psycholinguistics . Hui serves on the editorial boards of TESOL Quarterly and Studies in Second Language Acquisition . He teaches courses such as Second Language Research Methodologies , Psycholinguistics , and Vocabulary Acquisition in Instructional Contexts . Hui actively advises graduate students in empirical studies, dissertation research, and grant proposals. His work emphasizes open science practices, including pre-registration, data sharing, and reproducible analyses. Hui has developed workshops on R programming for applied linguists, emphasizing ethical data practices and open-source tools. He collaborates internationally on projects like the ASReview tutorial for meta-research and has contributed to book projects on quantitative methods in applied linguistics.

Stephanie Grote-Garciaمشاهده پروفایل

استاد

• Literacy Education
• Science of Reading
• Teacher Preparation
• +۳ مورد دیگر

Dr. Stephanie Grote-Garcia is a Professor at the University of the Incarnate Word (UIW), specializing in literacy education. She previously served as a Visiting Professor at Texas A&M University-Corpus Christi (2009-2010) and held roles as an Elementary Reading Specialist and Dyslexia Coordinator in Texas public schools. Her leadership includes co-founding the Texas Literacy Collaborative for Educator Preparation (TXLCEP) and serving as past-president of the Specialized Literacy Professionals. Education: Ph.D. in Curriculum and Instruction (Reading specialization) from Texas A&M University-Corpus Christi, alongside M.S. and B.S. degrees in related fields. Research Interests: Dr. Grote-Garcia focuses on evidence-based literacy practices, teacher preparation in reading instruction, and addressing educational equity through inclusive curricula. Her work emphasizes the Science of Reading, diversity in literacy education, and policy implications affecting educators. Recent Scholarly Contributions: Her publications explore trends in literacy education, including book bans, diversity measures, and the intersection of explicit instruction with cultural responsiveness. She has contributed to journals like Literacy Research and Instruction and Reading Psychology . Awards and Recognition: Bishop Claude Marie Dubuis Award (2023) Exemplary Faculty Practices Recognition (2013) Mission Continues Award (2016) Sister Theophane Endowed Chair (2014–2017) Service and Leadership: Chair of UIW’s Quality Enhancement Plan Implementation Committee, Texas Association for Literacy Education (TALE) co-founder, and active member of organizations like the International Literacy Association (ILA). She also leads initiatives like the Charles Butt Scholar Program and Teacher Education Recruitment Task Force.

• Epistemology
• Philosophy of Language
• Feminist Philosophy
• +۳ مورد دیگر

Rachel Fraser is an Associate Professor of Philosophy at the Massachusetts Institute of Technology (MIT), specializing in epistemology, feminist philosophy, and ethics. She holds a prestigious British Academy Wolfson Fellowship (2022–2025) supporting her work on the epistemology and politics of narrative. Her research interrogates intersections between epistemology, social structures, and political theory, with notable contributions to debates on dogmatism, aesthetic injustice, and immanent critique. Fraser’s academic output spans journals like Philosophy and Phenomenological Research and Ethics , addressing topics from testimonial epistemology to the ethics of metaphor. She is particularly known for developing 'volitionism'—a novel approach to belief formation—and analyzing epistemic dimensions of compulsory heterosexuality. Her current book project explores narrative’s role in shaping political and epistemic landscapes. Received the 2021 Marc Sanders Prize in Epistemology for work on dogmatism puzzles Advises three PhD students focusing on feminist epistemology, political realism, and family abolition theory Active in public philosophy through essays for The Boston Review and The Times Literary Supplement Her interdisciplinary approach bridges analytic philosophy with feminist theory, addressing systemic epistemic injustices while advancing formal epistemology through collaborative work (e.g., with Beau Madison Mount on unrestricted quantification). Teaching materials are openly shared to foster pedagogical collaboration across institutions.

Kathleen Barkerمشاهده پروفایل

استاد

• Social Psychology
• Nonstandard Work
• Higher Education
• +۷ مورد دیگر

Kathleen Barker is a Professor in the Department of Psychology at Medgar Evers College, part of the City University of New York (CUNY) system. She holds a PhD in Social-Personality Psychology from The Graduate Center, CUNY, earned in 1990. Dr. Barker has served in various leadership roles within CUNY, including as Chair of the Medgar Evers Faculty Senate (2022-2024), Vice Chair of the University Faculty Senate (2016-2020), and member of the UFS Executive Committee (2012-2016). Dr. Barker's educational background includes a doctorate in Social-Personality Psychology from The Graduate Center of The City University of New York, completed in 1990. Her academic journey has positioned her as a social psychologist with expertise in both theoretical and applied aspects of the field. Her research interests span multiple domains within social psychology and beyond. As a social psychologist, she conducts multidisciplinary research focusing on nonstandard work arrangements, higher education systems, social justice issues, and methodological concerns in research. Her work on bibliometrics has been particularly influential, examining how citation analysis and impact factors can be used (and potentially abused) in academic personnel decisions. She has extensively studied self-efficacy as a construct for evaluating student outcomes, developing assessment tools like the Evaluation Self-Efficacy Scale. Her research also addresses gender issues in the workplace, particularly examining the experiences of women in full- and part-time employment. Analysis of her recent publications reveals a strong emphasis on bibliometrics and self-efficacy measurement within social work education. Her scholarly output demonstrates a consistent focus on methodological rigor and the application of psychological principles to real-world issues in education and employment. The interdisciplinary nature of her work bridges psychology, social work, education, and organizational behavior, with a particular emphasis on developing valid assessment tools and examining research impact through bibliometric analysis. Co-edited book 'Contingent Work: American Employment Relations in Transition' selected as noteworthy book in industrial relations and labor economics by Princeton University's Firestone Library Named to the American Psychological Association's 2005 and 2006 panels on the Work Force in Psychology Assisted in establishing the APA Center for Workforce Analysis through her panel work Contributed to the development of the Evaluation Self-Efficacy Scale, widely used in social work education assessment Dr. Barker has been actively involved in mentoring through her role as a professor and her service on university committees. Her leadership roles in the University Faculty Senate and Medgar Evers Faculty Senate have positioned her to influence academic policy and governance across CUNY. While specific grant information isn't detailed in the provided texts, her extensive publication record suggests successful research funding. She has served as a network member for the Alfred P. Sloan Foundation, indicating recognition of her expertise in workforce issues. Her leadership extends to committee work, including chairing the Committee on the Faculty Experience Survey of the University Faculty Senate, which produced the comprehensive FES:09 report documenting faculty experiences across CUNY. Dr. Barker has been instrumental in revitalizing the Medgar Evers College Faculty Senate, establishing its first web page and programming speakers on topics such as shared governance, budget processes, parliamentary procedures, and workplace bullying. Her work with the University Faculty Senate's Academic Affairs Advisory Committee and her participation on the CUNY Board of Trustees' Committee on Faculty, Staff and Administration demonstrate her commitment to institutional improvement. She has also served as Senior College Representative on the Executive Council of the Professional Staff Congress (the faculty and staff union) and as a Grievance Counselor, showing her dedication to faculty rights and workplace issues.

Marjan Kamaliمشاهده پروفایل

استاد مهمان

• Creative Writing
• Fiction
• Iranian-American Literature
• +۲ مورد دیگر

Marjan Kamali serves as the Fannie Hurst Writer in Residence in the Department of English at Brandeis University. She is an acclaimed Iranian-American novelist whose works explore themes of cultural identity, diaspora, and the Iranian-American experience across multiple generations and geographical contexts. Her research interests center around creative writing, fiction, Iranian-American literature, cultural identity, and diaspora studies. Kamali's work consistently examines what she describes as living 'on the hyphen' between cultures, particularly the Iranian-American identity. She approaches historical events like the 1953 Iranian coup and the Iran-Iraq War not as a historian but as a novelist using political context to inform character development and narrative structure. Kamali's publications demonstrate a consistent focus on Iranian and Iranian-American experiences through rich depictions of Persian culture, poetry, and culinary traditions. Her novels often span decades and geographical locations, exploring how political upheaval shapes personal lives and relationships. Food serves as a crucial connective tissue in her narratives, functioning as both cultural preservation and communication. National Endowment for the Arts Creative Writing Fellowship 2022 Harvard University Iranian Gala Honoree Prix Attitude in France for The Stationery Shop 2021 NPR Best Books of 2019 Indie Next Pick 2019 Pushcart Prize Nominee, Solstice Literary Magazine 2018 Kamali has received significant recognition for her work, including adaptation of her novel The Stationery Shop into an HBO series for which she serves as a consulting producer. She actively engages with literary communities through book clubs, speaking engagements, and interviews where she often shares insights about Persian culinary traditions and has recommended food blogs like TurmericAndSaffron and MyPersianKitchen to readers interested in exploring Persian cuisine.

Linda Forssmanمشاهده پروفایل

دانشیار

• Developmental Psychology
• Child Development
• Early Language Acquisition
• +۵ مورد دیگر

Linda Forssman is an Associate Professor and researcher in developmental psychology at Uppsala University's Department of Psychology, Division of Developmental Psychology. She works at the Uppsala Child & BabyLab, where she conducts research on how young children perceive and interact with their world, and how different experiences shape the development of cognitive, social and linguistic skills during early childhood. Dr. Forssman's research focuses on developmental psychology with particular emphasis on early language acquisition, cognitive development, social development, and infant cognition. Her work explores how various experiences shape children's development across multiple domains, with special attention to vulnerable populations and intervention strategies. She employs methodologies including eye-tracking, longitudinal studies, and randomized controlled trials to investigate fundamental developmental processes. Her recent publications show strong trends in cross-cultural developmental research, early language intervention, social cognition in infants, and the impact of socioeconomic factors on child development. Her work spans multiple methodologies from laboratory experiments to field studies in diverse cultural contexts, including research conducted in rural Malawi. Dr. Forssman has secured significant research funding as Principal Investigator and Co-Investigator on numerous projects. Her major grants include: Promoting Children's Early Language Development in Socioeconomic Disadvantaged Areas (PI, Marcus and Amalia Wallenberg Foundation, €312,200, 2025-2029) How does preschool quality relate to children's learning outcomes? (PI, Swedish Institute for Educational Research, €454,000, 2022-2024) The Impact of Book-Sharing on Infant Language and Cognition (PI, Riksbankens Jubileumsfond, €362,000, 2019-2022) Nordic evidence based high quality early childhood education and care research network (Co-I, Swedish Research Council, €102,500, 2023-2026) She is actively involved with the Uppsala Child & BabyLab, a research environment focused on infant and child development using advanced methodologies including eye-tracking. Her work bridges basic developmental research with practical applications for early childhood education and intervention programs, particularly those targeting children in socioeconomically disadvantaged areas.