جست‌وجوی استاد و پژوهشگر

• Cognitive Psychology
• Computational Psychology
• Linguistics
• +۷ مورد دیگر

Gabriella Vigliocco is a Professor of Psychology in the Department of Psychology at University College London, where she conducts research at the intersection of cognitive science, linguistics, and neuroscience. Her work focuses on psychological and neural mechanisms of human language use, with particular emphasis on how conceptual and linguistic information are integrated. Her educational background includes: Doctor of Philosophy from Universita degli Studi di Trieste (1995) Bachelor of Science from Universita degli Studi di Trieste (1990) Vigliocco's research spans cognitive and computational psychology, linguistics, neurosciences, applied and developmental psychology, biological psychology, and social and personality psychology. Her laboratory has made significant contributions including development of a theoretical framework for sentence production and explicit computational models of lexical semantic representation informed by cognitive science and neuroscience. Current research projects address the relationship between language and thought in spoken and signed languages, and the representation of abstract knowledge. Analysis of her recent publications reveals a strong focus on multimodal language processing, ecological approaches to cognition, and the integration of linguistic and conceptual information. Her work frequently examines how gesture and speech interact in communication, with particular attention to developmental contexts and language disorders. The research demonstrates interdisciplinary collaboration across psychology, linguistics, neuroscience, and computational modeling. Vigliocco leads the Doctoral Programme for the Ecological Study of the Brain at UCL since October 2018, mentoring the next generation of researchers in this emerging field. Her laboratory maintains active research in language processing, conceptual representation, and multimodal communication, with numerous publications spanning top journals in psychology, linguistics, and cognitive science.

• Spanish Linguistics
• Historical Linguistics
• Phonology
• +۵ مورد دیگر

Ángel Alonso-Cortés Manteca is a distinguished linguistics scholar affiliated with the Faculty of Philology at Complutense University of Madrid. With a career spanning from 1976 to 2022, he has established himself as a significant contributor to Spanish linguistics, historical linguistics, and theoretical linguistics. His academic profile includes 44 journal articles, 8 collective works, 13 reviews, 9 books, and direction of 3 doctoral theses, reflecting his substantial scholarly output and mentorship. His research interests span multiple dimensions of linguistic study, with particular emphasis on Spanish phonology, syntax, and historical development. He has made notable contributions to Basque language studies, examining its historical documentation and relationship with Spanish. His work on language evolution, from theoretical explorations of language origins to practical analyses of contemporary phenomena like Spanglish, demonstrates both breadth and depth in his scholarly approach. Alonso-Cortés Manteca has also engaged critically with major linguistic theories, from Saussurean structuralism to Chomskyan generative grammar, as evidenced by his publications examining these frameworks. His publication record shows consistent scholarly activity across five decades, with recent work including the 2022 RLD Corpus study of linguistic resources in Spanish law, demonstrating continued relevance and engagement with contemporary linguistic issues. His directed doctoral theses on Spanish phonology, spoken Spanish discourse patterns, and Spanish temporality reflect his influence on emerging scholars in the field. As an academic, Alonso-Cortés Manteca has contributed significantly to linguistic education through his textbooks, particularly the multiple editions of his "Lingüística" series, which have served as foundational resources for Spanish linguistics students. His work bridges theoretical linguistics with practical language analysis, making complex linguistic concepts accessible while maintaining scholarly rigor.

Diane Lillo-Martinمشاهده پروفایل

استاد

• Language Acquisition
• American Sign Language
• Linguistics
• +۱ مورد دیگر

Diane Lillo-Martin serves as a Board of Trustees Distinguished Professor in the Department of Linguistics at the University of Connecticut and holds a concurrent position as Senior Scientist at Haskins Laboratories. She maintains active affiliations with the Connecticut Institute for Brain and Cognitive Sciences as an affiliated faculty member and was previously a fellow at the UConn Humanities Institute. Her research program fundamentally investigates the human language faculty through dual pathways: structural analysis and acquisition studies of American Sign Language (ASL), combined with cross-linguistic examinations of language acquisition mechanisms. This work establishes critical connections between signed and spoken language systems while advancing theoretical frameworks in linguistic cognition. Scientific Awards: No specific awards mentioned in provided text. Advising and Grants: The source material contains no details regarding student mentorship, research grants, or sponsored projects. Laboratory Affiliation: Dr. Lillo-Martin directs the Sign Linguistics and Language Acquisition laboratory, which conducts empirical research on sign language structure, developmental acquisition patterns, and cognitive foundations of linguistic competence.

• Sign Language Linguistics
• Deaf Studies
• Language Acquisition
• +۴ مورد دیگر

Dr. Luigi Lerose is a Senior Research Fellow at the University of Central Lancashire's School of Psychology and Humanities, specializing in Sign Language Linguistics and Deaf Studies. Culturally Deaf himself, he brings unique perspective to his research on sign language acquisition and Deaf culture. He earned his PhD in Philosophy (Linguistics) on Sign Language from Alpen Adria University, Klagenfurt (Austria) in 2012. His academic career includes six years (2017-2023) as President/Chair of the European Network of Sign Language Teachers (ENSLT), demonstrating leadership in the field. His research interests span Sign Language Linguistics, Deaf Studies, Language Acquisition, Phonology, Bilingualism, and Language Testing. His work focuses on understanding how sign languages are acquired, particularly examining phonological development in novice signers and the impact of teaching methodologies on sign language learning. Analysis of his publications reveals a consistent focus on practical applications of sign language research, with recent work addressing pandemic impacts on sign language education, innovative testing methods for sign language learners, and cultural accessibility in museums. His research bridges theoretical linguistics with practical educational applications. Lerose has served in significant leadership roles including as Chair of ENSLT, where he guided European sign language teaching standards and practices through challenging periods including the global pandemic. His work demonstrates commitment to both academic research and practical implementation in Deaf education.

• Language Acquisition
• Sign Language (ASL)
• Deaf Education
• +۴ مورد دیگر

Amy Lieberman serves as Associate Professor in Boston University's Wheelock College of Education & Human Development, holding a tenure-track position within the Department of Speech, Language & Hearing Sciences. She actively contributes to both research and teacher preparation through BU Wheelock's Deaf Studies program. Her educational foundation includes: PhD in Special Education (UC Berkeley & San Francisco State University) MA in Education (Cognition and Development, UC Berkeley) BA in Human Biology (Stanford University) Professor Lieberman's research examines ASL acquisition mechanisms in deaf children , focusing on visual modality language processing and attention dynamics during word learning . Her NIH-funded investigation reveals how early language exposure shapes lifelong cognitive processing in deaf individuals, directly informing multilingual educational frameworks that integrate ASL and English development. Her active NIH grant supports ongoing studies of attention allocation patterns in deaf/hard-of-hearing children during language tasks. Through BU Wheelock's Deaf Studies program, she trains preservice teachers in evidence-based multilingual approaches that accommodate diverse language acquisition pathways. Professor Lieberman maintains strong institutional alignment between her NIH-funded research and teacher preparation initiatives, creating a direct pipeline from cognitive science discoveries to classroom applications in deaf education.

Sofia Lynceمشاهده پروفایل

استادیار

• Speech and Language Therapy
• Clinical Linguistics
• Language Acquisition
• +۴ مورد دیگر

Sofia Lynce is an Assistant Professor at the Faculty of Health Sciences and Nursing of Universidade Católica Portuguesa and a researcher at the Center for Interdisciplinary Research in Health (CIIS). She holds a PhD in Cognition and Language Sciences from Universidade Católica Portuguesa (2020), a Master's Degree in Clinical Linguistics (2013), and a Degree in Speech and Language Therapy (2010). Her research focuses on oral language acquisition and development in deaf or hard of hearing children with cochlear implants. She has published numerous articles in specialized journals, including the notable "Phonological development in Portuguese deaf children with cochlear implants: a preliminary study," and co-authored the book "Development of oral language in deaf children with cochlear implants" as part of the CLIC research project. Her work spans linguistics, speech therapy, and clinical applications for children with hearing impairments. Her recent publications reveal a strong focus on cochlear implant outcomes, phonological development in Portuguese-speaking deaf children, and clinical assessment methods in audiology. The research demonstrates consistent attention to practical applications in speech therapy and language development interventions. FCT individual PhD studentship (SFRH/BD/117877/2016) Dr. Lynce coordinates the Hearing Department of the Portuguese Society of Speech and Language Therapy since 2024. She has served as a reviewer for the Revista Portuguesa de Terapia da Fala and as an examiner for various academic works. Her research projects include ERGUES (2024-2026), CIIS (2020-2024), CLIC (2014), and AQUI_LGP (2010-2013). She is actively involved in the research community through her participation in scientific events, both national and international, presenting posters and oral communications on oral language acquisition and development in deaf or hard of hearing children with cochlear implants.

• Sign Language
• Linguistics
• Deaf Studies
• +۳ مورد دیگر

Ida Callaghan serves as a Lecturer in Australian Sign Language (Auslan) at La Trobe University, specializing in teaching and curriculum development for Auslan instruction. Her role falls under the Teaching Fellow (TF) framework common in Australian higher education institutions. Her research and pedagogical focus centers on critical areas within linguistic and cultural studies: Sign Language structure and acquisition Deaf community engagement Bilingual education methodologies Linguistic anthropology of signed languages Cross-cultural communication Language policy for minority languages No publications, scientific awards, or student supervision records are documented in the available institutional profile. The absence of biographical details precludes commentary on grants, laboratory affiliations, or future research trajectories.

• Child language acquisition
• First language development
• Second language development
• +۵ مورد دیگر

Dr. Susan Foster-Cohen serves as an Adjunct Associate Professor in the Department of Linguistics within the Faculty of Arts at the University of Canterbury, where she has maintained an appointment since November 6, 2000. Her academic career spans multiple international institutions, including previous positions as Senior Lecturer at the British Institute in Paris, Associate Professor at Northern Arizona University, and research roles at the University of Southern California. Her educational background includes a PhD from Lancaster University (1976-1980), a PGCE from St. Martin's Training College (1975-1976), and a BA from Lancaster University (1972-1975). She is proficient in French, enabling her international scholarly work. Her research focuses on child language acquisition across diverse populations, examining both theoretical and applied aspects of language development in typically developing and disordered contexts. Dr. Foster-Cohen's scholarly work demonstrates a clear evolution from foundational research in language acquisition to specialized investigations of developmental trajectories in children with complex disabilities. Her recent publications (2020-2025) increasingly explore the intersection of musical play and language development, while her earlier work (2017-2020) established significant contributions to understanding morpho-lexical development in children with Down syndrome and other neurodevelopmental disorders. Her research consistently examines how different communication modalities support language acquisition in children with developmental challenges. Her publications in journals like Frontiers in Psychology and the International Journal of Language & Communication Disorders have garnered notable citations, reflecting her impact in the field of language development research. Her collaborative work with researchers including T. Macrae, J. Newbury, and A. van Bysterveldt demonstrates sustained research partnerships focused on language development in children with disabilities. Dr. Foster-Cohen has supervised graduate students, including Beth Rees, whose research examined hearing monitoring in children with Down syndrome. Her practical experience as Director of The Champion Centre (2004-2020) complements her academic work, bridging theoretical research with real-world application in supporting children with developmental challenges.

• Early Childhood Education
• Drama in Education
• Literacy Development
• +۷ مورد دیگر

Professor Mary-Rose McLaren is a faculty member at Victoria University in the College of Arts, Business, Law, Education & IT. She holds a PhD in Medieval History from the University of Melbourne and has a teaching qualification in Drama from Trinity College, London. Her academic journey spans both historical scholarship and performance arts, creating a unique interdisciplinary approach to education. Her educational background includes: BA (Hons) from University of Melbourne, Australia (1983) LTCL from Trinity College, London (1997) PhD from University of Melbourne, Australia (1992) Mary-Rose McLaren's research interests sit at the intersection of theory, practice, and performance. She focuses on the use of Drama in developing Literacy, the London sources of Shakespeare, and the role of creativity in education. Her work extends into Early Childhood Education with projects tracking students through university courses, examining workplace placements, exploring cultural awareness among teacher education students, studying cultural beliefs about risky play, and investigating values in higher education teaching. Her research methodology blends traditional academic approaches with creative output as a director, actor, and writer. Her recent publications reveal a strong focus on belonging in educational contexts, ethical considerations in play spaces, and the integration of arts-based pedagogies in both early childhood and higher education settings. She explores how creative approaches can transform educational practice, particularly through theatre and performance. Mary-Rose McLaren is actively involved in research supervision, guiding numerous Master's and PhD students through their research journeys. Her current funded research includes the "Early childhood tertiary partnerships program" (2024-2026) examining the impact of university and placement mentoring on student success, and the "Innovation in Initial Teacher Education" project (2022-2025) supporting the development of courses to upskill early childhood educators to teachers. She has established collaborative networks focused on creative approaches to education, particularly through theatre and performance. Her work often involves community engagement through pop-up playspaces and public pedagogies that explore children's agency and inclusion in urban environments. Mary-Rose also contributes to international connections in education, having sustained global collaborations through digital platforms during the pandemic.