جست‌وجوی استاد و پژوهشگر

Roger Jensenمشاهده پروفایل

استاد

• Occupational Safety and Health
• Ergonomics
• Industrial Hygiene
• +۳ مورد دیگر

Roger Jensen is a Professor in the Department of Occupational Safety, Health and Industrial Hygiene at Montana Technological University's Lance College of Mines & Engineering, where he has served since 1999 after rising from Assistant to Full Professor. His career spans over five decades of transforming occupational safety from rule-based practice to science-driven profession through research, education, and professional service. His educational foundation includes a Ph.D. in Industrial Engineering from West Virginia University (1989), M.S.E. from University of Michigan (1977), J.D. from Northern Kentucky State University (1974), and B.S. from University of Utah (1969), complemented by certifications as Certified Safety Professional and Certified Professional Ergonomist. Dr. Jensen's research pioneers objective methodologies in occupational risk assessment, focusing on experimental design of risk matrices and modeling injury sequences. His work bridges engineering, ergonomics, and epidemiology to develop scientifically rigorous safety frameworks, moving beyond traditional committee-based approaches to measurement-like tools for hazard evaluation. Recent publications reveal consistent emphasis on usability of safety systems, with trends showing increasing integration of biomechanics and human factors in fall protection, ladder safety, and risk communication. His 2020-2023 work demonstrates methodological evolution from theoretical matrix design to practical training applications. His distinguished recognition includes: Fellow of American Society of Safety Professionals (2023) Distinguished Researcher Award from Montana Tech's School of Mines and Engineering (2023) Three Montana Tech Merit Awards for excellence in instruction, service, and research (2014, 2017, 2020) As Principal Investigator for NIOSH Training Project Grants totaling $1.6 million (2000-2018), he developed combined undergraduate-graduate training programs while mentoring student research projects resulting in publications on warning signs, risk matrices, and stairway safety. His grant leadership established sustainable pathways for occupational safety professionals. Dr. Jensen actively shapes the field through leadership roles in the American Society of Safety Professionals (including Big Sky Chapter presidency) and Human Factors and Ergonomics Society, driving standards development and professional education that connect academic research to real-world safety implementation.

Alexandre Castro Caldasمشاهده پروفایل

استاد

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

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

Steven Singerمشاهده پروفایل

دانشیار

• Deaf Education
• Disability Studies
• Special Education
• +۵ مورد دیگر

Steven Singer is an Associate Professor at The College of New Jersey's School of Education , specializing in Deaf Education and American Sign Language. He is affiliated with the Department of Special Education, Language, and Literacy , where he explores the intersections of deafness, disability, and inclusive education. Education: Cultural Foundations of Education, Ph.D., Syracuse University (2018) Disability Studies, CAS, Syracuse University (2015) Secondary Education of Deaf and Hard of Hearing, MEd, Rochester Institute of Technology (2012) Family and Consumer Sciences Education, B.S., Indiana University of Pennsylvania (2010) Singer's research focuses on disability identity development, ableism in academia, and innovative pedagogical approaches. He has published extensively on topics such as Deaf-Plus children , language inclusion , and social construction of multiple disability identities . His notable award includes a $298,075 NJDHS grant (2020–2022) to support Deaf and Hard of Hearing education initiatives. Singer actively contributes to academic service roles, including chairing the Curriculum Committee (2021–2025) and directing the Honors & Scholars Program (2024–ongoing).

Selda Güneyمشاهده پروفایل

استادیار

• Machine Learning
• Signal Processing
• Image Processing
• +۳ مورد دیگر

Selda Güney is an Assistant Professor in the Department of Electrical and Electronics Engineering at Başkent University's Faculty of Engineering. She holds a PhD (2013), Master's (2007), and Bachelor's (2004) in Electrical-Electronics Engineering from Karadeniz Technical University. Her professional experience includes roles as an R&D Engineer at DEKA Digital (2004-2005), Research Assistant at Karadeniz Technical University (2005-2013), and Assistant Professor at Başkent University (2013-present). Her research spans: Machine Learning : Applications in medical imaging, radar, and industrial systems Signal/Image Processing : Focus on real-time classification and fault detection Pattern Recognition : Electronic nose systems and biometric analysis Her recent publications demonstrate strong emphasis on deep learning applications in healthcare (chest X-ray classification, fracture detection) and industrial automation (real-time fault detection systems). Over 70% of her last 15 articles involve medical/industrial AI implementations using convolutional networks. Awards & Honors: TÜBİTAK Domestic PhD Scholarship IBEC ERASMUS Scholarship Research Leadership: Supervised 20+ graduate theses (e.g., radar data classification, medical image steganography) and led 9 R&D projects including: AI-based pathology classification in lung X-rays VR glove development Smart parking systems She is a member of IEEE and ISOCS, and teaches courses including Pattern Recognition, Signals and Systems.

Rachel Mayberryمشاهده پروفایل

استاد

• Linguistics
• Psycholinguistics
• Neurolinguistics
• +۳ مورد دیگر

Rachel Mayberry's Academic Profile Rachel I. Mayberry is a Professor in the Department of Linguistics at the University of California San Diego (UCSD), where she holds affiliations with the Center for Research on Language, Cognitive Science Program, and the Center for Academic Research and Training in Anthropogeny (CARTA). She holds a Ph.D. from McGill University, M.Sc. from Washington University, and B.A. from Drake University. Her work focuses on the critical period for language acquisition through sign language and deafness studies. Her research integrates psycholinguistic and neuroimaging methods to explore how delayed language exposure impacts syntactic processing, brain development, and reading proficiency in deaf individuals. Key areas include neurolinguistic processing differences between early and late first-language learners of ASL, the role of modality in syntactic comprehension, and the relationship between gesture and language development. Mayberry teaches courses such as Sign Language and Its Culture (Lign 7), Child Language Acquisition (Lign 171), and Biology and Environment in Language Acquisition (Lign 282). She has received grants from NIH, the Kavli Foundation, and the National Science Foundation. Her work has been published in high-impact journals like Developmental Science , Proceedings of the National Academy of Sciences , and Brain and Language . Notable contributions include demonstrating that critical period effects are stronger for first-language acquisition than second-language learning, and revealing how early language deprivation alters neural language pathways in adulthood. Her lab collaborates with institutions like the Salk Institute and UCSD's Neuroscience Program to bridge cognitive science and linguistics.

Louisa Willoughbyمشاهده پروفایل

دانشیار

• Multilingualism
• Language and Identity
• Deaf Studies
• +۳ مورد دیگر

Louisa Willoughby is an Associate Professor (Research) in Linguistics at Monash University, Australia. Her work focuses on sociolinguistics and applied linguistics, particularly multilingualism in multicultural societies. She explores how institutions engage with non-English speaking communities, emphasizing language and identity interconnections. Her research includes studies on Deaf sign language users, migrant language communities, and adolescent language behavior. **Research Interests:** Language Policy and Institutional Engagement Deaf Education and Tactile Sign Languages Migrant Language Maintenance Language Attitudes and Social Cohesion Adolescent Communication Practices **Key Projects:** Acquiring Physical Skills: Exploiting Games Technology to Teach Sign Language (2011–2014) Research Bridging the Theory-Practice Gap in Sign Language Teaching (2015–2021) Adapting Sign Languages for Deafblind Communication (2016–2020) Transforming Auslan Education in Australia (2024–2027) **Awards:** Monash Postgraduate Association Supervisor of the Year (2016) Dean's Award for Impact and Engagement (2022) Michael Clyne Prize (2008) **Engagement:** Collaborates with government agencies like the Victorian Deaf Education Institute and the Australian Federation of Deaf Societies. Serves on advisory boards for policy development in language education and accessibility.

• Language Didactics
• Norwegian Language Education
• Grammar Instruction
• +۷ مورد دیگر

Eli Anne Eiesland is an Associate Professor in the Department of Primary and Secondary Teacher Education at the Faculty of Education and International Studies, Oslo Metropolitan University (OsloMet). Her work bridges linguistic research and classroom practice, with a strong focus on grammar instruction, language didactics, and the evolution of Norwegian in educational materials. Her research interests include language didactics , grammar pedagogy , linguistic change in textbooks , second language acquisition , and exploratory approaches to language teaching . She investigates how grammar is taught in schools, how language evolves in educational contexts, and how students and teachers engage with language as a system. Her recent work explores the impact of digital tools and AI on language learning and writing motivation. The trends in her publications show a consistent focus on contextualized grammar teaching , teacher reflection , and language change in educational materials . Her interdisciplinary approach combines corpus linguistics, pedagogical theory, and classroom-based research. She frequently collaborates with colleagues such as Urd Vindenes and Signe Laake, contributing to both Norwegian and international scholarly discourse. Scientific contributions and dissemination: Over 11 scientific publications, including articles in Journal of Child Language , Nordic Journal of Linguistics , and Pedagogical Linguistics 2 textbooks, including Utforskende arbeid med grammatikk i skolen (2022) 1 research report on Norwegian noun-noun compounds (2016) 73 dissemination works, including public lectures, conference presentations, and media contributions Eiesland actively contributes to teacher education and curriculum development. She has been involved in projects integrating linguistics into teacher training and analyzing language change in national curricula. Her work supports both pre-service and in-service teachers in developing deeper metalinguistic awareness and innovative teaching strategies. She has presented at national and international conferences, including the International Conference on Construction Grammar and the NordAnd conference. She is a key member of the Text and Disciplinary Didactics research group at OsloMet, where she collaborates on projects related to language learning, grammar instruction, and textbook analysis. Her work emphasizes practical applications of linguistic research in educational settings, aiming to enhance both teaching quality and student engagement with language.

Paula Berwangerمشاهده پروفایل

مدرس

• Adult Second-Language Learning
• American Sign Language Education
• Language Assessment
• +۳ مورد دیگر

Paula Berwanger is a Lecturer in the Residential College at the University of Michigan, specializing in American Sign Language (ASL) and Deaf Culture. She established the ASL Program for undergraduate language study within the College of Literature, Science, and the Arts (LSA) in 1999 and serves as coordinator for ASL placement evaluations. Her work focuses on adult second-language learning of ASL by English speakers and language assessment methodologies. Education: M.A., Wayne State University. Research & Teaching: Berwanger has conducted seminars and workshops on ASL teaching and learning for students, interpreters, and educators. Her expertise bridges language acquisition theories and practical pedagogy, emphasizing inclusive approaches to language education. Labs/Teams: Coordinating the ASL Program and contributing to the Residential College’s interdisciplinary language initiatives.

Jacqueline Leybaertمشاهده پروفایل

استاد

• Multimodal language perception
• Deafness
• Hearing disabilities
• +۶ مورد دیگر

Jacqueline Leybaert is a Professor at the Université libre de Bruxelles (ULB) in the Faculty of Psychological and Educational Sciences. She is a leading researcher in the LCLD (Language, Cognition, Learning, and Development) laboratory, focusing on multimodal language perception, particularly in the context of deafness and hearing disabilities. Her work bridges psychology, linguistics, and audiology with significant implications for deaf education and communication strategies. Her research interests encompass multimodal language perception, audiovisual speech integration, deafness, hearing disabilities, orthographic learning, and numerical cognition. Dr. Leybaert has made substantial contributions to understanding how Cued Speech—a system that uses handshapes near the mouth to disambiguate speech sounds—can enhance language acquisition and speech perception for deaf and hard-of-hearing individuals. Her work explores the cognitive and perceptual mechanisms underlying language development in deaf children, particularly those using cochlear implants or Cued Speech. Analyzing her recent publications reveals a consistent focus on how multimodal information (auditory, visual, and manual cues) integrates in speech perception, especially in challenging listening conditions. Her research demonstrates how Cued Speech can improve speech recognition in noise, enhance orthographic learning, and support language development in deaf children. The interdisciplinary nature of her work connects cognitive psychology, linguistics, audiology, and educational practices for deaf individuals. Dr. Leybaert has supervised doctoral students, including Sabatier, E., whose dissertation focused on orthographic representations in deaf children. Her collaborative work extends to researchers such as Cécile Colin, Caron Jirschik, and Vilain, indicating strong research networks in deaf education and speech science. Though specific grant information isn't detailed in the provided text, her extensive publication record suggests significant research funding and project leadership. Her laboratory work centers on the LCLD lab at ULB, which appears to focus on language development, cognitive processes, and learning mechanisms, particularly in special populations including deaf and hard-of-hearing individuals. The lab's research employs various methodologies including behavioral experiments, eye-tracking, and potentially neuroimaging techniques to investigate language processing and development.

• Sociolinguistics
• Applied Linguistics
• Multilingualism
• +۷ مورد دیگر

Susanne Mohr is a Professor of English Sociolinguistics at NTNU's Department of Language and Literature since 2020. She holds a German Habilitation (postdoctoral degree) from the University of Bonn and a PhD from the University of Cologne. Her research focuses on sociolinguistic aspects of tourism, multilingualism, and multimodal communication in Africa and the Nordic region, with funding from institutions like the Humboldt Foundation and NTNU Oceans. Her research interests include sociolinguistics of tourism discourse, semiotic landscapes, sign languages (e.g., Irish Sign Language), and African English varieties. She leads the 'Open Landscapes' forum and participates in interdisciplinary projects on topics like sustainability in cruise tourism and space-making in East Africa. She is affiliated with networks such as the 'Africa in the Indian Ocean' research group and the Irish Deaf Research Network. Key awards include a 2024 senior fellowship from the Erich Auerbach Institute and multiple Humboldt Foundation grants. She teaches sociolinguistics at BA/MA levels and supervises PhD/MA students in topics like code-switching and accent attitudes. Recent publications include monographs on African English pluralization and edited volumes on informal language learning and communicative action in Africa.

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

Claudia Friedrich is a Professor of Developmental Psychology at the University of Tübingen, Faculty of Mathematics and Natural Sciences, Department of Psychology, where she has held her position since April 2013. Her research focuses on the cognitive processes underlying language development in children, with particular emphasis on speech processing, word recognition, and the acquisition of linguistic structures. Her educational background includes a doctorate in Psychology from the University of Leipzig (2003) and undergraduate studies in Psychology at the Technical University of Berlin (1993-1999). Professor Friedrich's research examines how children process speech sounds, word stress patterns, and develop the ability to understand language in context. Her work investigates cognitive and neural mechanisms involved in language acquisition across different age groups, with special attention to how first and second language learners process linguistic information. Through eye-tracking, ERP, and behavioral experiments, her research explores how children develop the ability to take perspectives during communication, process prosodic features of speech, and build lexical representations. She has made significant contributions to understanding how literacy acquisition shapes speech processing and how cross-modal influences affect language development. Her recent publications reveal a consistent focus on developmental trajectories in language processing, with increasing attention to cross-linguistic comparisons and multimodal aspects of language acquisition. The research demonstrates sophisticated methodological approaches combining behavioral, eye-tracking, and neurophysiological measures to investigate language processing from infancy through childhood. Professor Friedrich leads several major research projects including Project A6 "The Development of Common Ground in First and Second Language Acquisition" (2025-2029), a DFG-funded project on "Stress processing at the word level in children with different language backgrounds" (2024-2027), and previously led Project B1 on modal and amodal cognition (2020-2023). Her research has been consistently supported by prestigious funding bodies including the European Research Council (ERC) and the German Research Foundation (DFG). She heads the Developmental Psychology workspace at the University of Tübingen, where her research group investigates cognitive prerequisites for perspective-taking in language comprehension and the influence of perspective taking during language processing through memory experiments and eye movement studies.

Molly Flahertyمشاهده پروفایل

استادیار

• Language Development
• Sign Languages
• Cognitive Development
• +۲ مورد دیگر

Molly Flaherty is an Assistant Professor of Psychology at Davidson College. She joined the faculty in 2020 after previously serving as a Visiting Assistant Professor at Swarthmore College and a British Academy Newton International Fellow at the University of Edinburgh. Education: B.A. in Psychology from Columbia University M.Sc. in Psychology from The University of Edinburgh Ph.D. in Psychology from The University of Chicago Research Interests: Flaherty investigates the structure of language and its relationship to cognitive development, focusing on Nicaraguan Sign Language (NSL) as a case study for understanding language emergence and evolution. She examines how early language environments influence language acquisition and cognition, particularly in the invention and learning of numerical concepts. Her methodologies include developmental tabletop paradigms and motion tracking technology applied during fieldwork in Nicaragua. Teaching: At Davidson, she teaches courses in Child Development (PSY 2410), Nature vs. Nurture (PSY 363), Research Methods in Child Development (PSY 315), and Language Development, emphasizing critical perspectives on structural biases in developmental psychology and language sciences.

Lianna Pizzoمشاهده پروفایل

دانشیار

• Early Childhood Education
• Deaf Education
• Bilingual Education
• +۱۲ مورد دیگر

Lianna Pizzo is an Associate Professor in the Department of Curriculum & Instruction at the University of Massachusetts Boston, within the College of Education and Human Development. Her work bridges early childhood education, bilingualism, and deaf education, with a focus on culturally and linguistically responsive practices. PhD in Curriculum and Instruction, Boston College PsyS in School Psychology, Gallaudet University MA in Developmental Psychology, Gallaudet University Her research centers on linguistically responsive education for bilingual and multilingual d/Deaf and hard of hearing children, particularly American Sign Language (ASL)-English bilingual learners and deaf multilingual learners (DMLs). She investigates ASL vocabulary instruction, culturally responsive assessment, and the integration of home languages in early education. Her scholarship emphasizes equity, family engagement, and teacher preparation in inclusive settings. The analysis of her recent publications reveals a consistent focus on language development, assessment fidelity, and educational equity for dual language learners and DMLs. Her work connects spoken language bilingualism with ASL-English bilingualism, advocating for holistic, family-centered, and culturally sustaining educational models. She frequently publishes in journals related to deaf education, early childhood, and bilingualism, and presents at major educational research conferences. Dr. Pizzo has secured multiple research grants as a Co-Principal Investigator, including projects funded by the U.S. Department of Education and the University of Massachusetts Boston. Her sponsored research focuses on early intervention assessment, teacher quality, and instructional leadership in early care and education. She teaches a range of undergraduate and graduate courses in early childhood education, including language development, assessment, family engagement, and curriculum design. Her book, Fidelity of Implementation in Assessment of Infants and Toddlers (Springer, 2018), co-authored with Angela Stone-MacDonald, reflects her expertise in assessment practices. She is actively involved in school-university partnerships and professional development initiatives aimed at improving outcomes for young children and their families.

Paula Fikkertمشاهده پروفایل

استاد

• Phonology
• First Language Acquisition
• Language Development
• +۵ مورد دیگر

Paula Fikkert is a Professor of Language Acquisition and Phonology at Radboud University Nijmegen, where she is affiliated with the Centre for Language Studies and the Department of Modern Languages and Cultures within the Faculty of Arts. She currently serves as Dean of the Faculty of Arts and is a member of the Board of Deans at Radboud University. Her educational background includes a master's degree from the University of Groningen and a PhD from Leiden University (1994, cum laude), for which she received the AVT dissertation prize for the best dissertation in linguistics. Her doctoral work focused on "On the acquisition of prosodic structure." Professor Fikkert's research primarily investigates the acquisition of phonological representations in the lexicon and their role in speech perception and production. She explores how phonological representations mediate between acoustic signals and meaning in speech perception, and between meaning and articulatory output in speech production. Her work addresses fundamental questions about how babies learn language, how they process sounds and words, and how they store this information in their mental dictionaries. A significant portion of her research focuses on early indicators of developmental language problems and how children learn to monitor their own speech and that of others. Her research program has revealed important insights into language acquisition through behavioral and neurocognitive methods conducted at the Baby Research Center (BRC). She has contributed to several important databases of spontaneous speech, including CLPF for typically developing children, IPROSLA for children acquiring sign language, and VALID for children with speech disorders. Professor Fikkert has received numerous prestigious awards throughout her career, including: AVT dissertation prize for best linguistics dissertation Neil and Saras Smith Medal for lifetime achievement in the scholarly study of linguistics (2024) Synergy Award for research on phonology As a principal investigator, Fikkert has led significant research projects, including serving as PI in the BRC-lab and leading the research for the Radboud Language Development Fund established by Kino Jansonius. She previously held an Innovation Grant from NWO (2002-2007) and has been involved in numerous collaborative research projects with international partners. Her leadership extends to administrative roles, having served as research director of the Centre for Language Studies (CLS) at Radboud from 2011 to 2015, and as a member of the Humanities Board and later the Social Sciences and Humanities board of NWO. Professor Fikkert leads the First Language Acquisition research group at the Baby and Child Research Center (BRC), which conducts scientific research on children from pregnancy to age six. The BRC has three locations on the Radboud University campus and investigates the development of language, social interaction, thinking, and well-being in mothers and children. Her work has practical applications in early identification of language development disorders and developing interventions to support children with language acquisition challenges.

Sandra Waxmanمشاهده پروفایل

استاد

• Developmental Psychology
• Cognitive Development
• Linguistic Development
• +۳ مورد دیگر

Sandra Waxman is a Professor of Cognitive Psychology and holds the Louis W. Menk Chair in Psychology at Northwestern University. She is an IPR Fellow, leading research at the intersection of developmental science, cognitive psychology, and cultural studies. Her work focuses on how infants and young children acquire language and conceptual knowledge across linguistic and cultural contexts. She directs the Infant and Child Development Center, exploring cross-linguistic development in languages like English, Mandarin, and Spanish, as well as cultural influences on understanding human-nature relationships. Her research bridges disciplines, emphasizing the interplay between language and cognition. Collaborations include projects with Native American communities and Argentina’s CONICET. Waxman’s studies reveal how early language shapes cognitive development and how cultural frameworks influence children’s reasoning about the natural world. She also investigates how infants integrate sensory and linguistic information to form concepts, with implications for education and policy. Waxman’s contributions span over 200 publications, addressing topics like infant categorization, bilingualism, and the role of context in learning. Her work underscores the universality and diversity of developmental processes, advocating for interdisciplinary approaches to understand childhood cognition. She actively engages with policymakers through IPR, translating research into strategies that support early childhood development.