جستجوی استاد راهنمای دانشگاهی

• Multisensory Perception
• Cognitive Neuroscience
• Auditory Perception
• +۵ مورد دیگر

Francesco Pavani serves as Full Professor of Experimental Psychology and Deputy Dean at the Center for Mind/Brain Sciences (CIMeC) at the University of Trento, where he also holds the Rector’s delegate position for coordinating PhD programs university-wide. His academic leadership spans roles as Head of the PhD School in Cognitive and Brain Sciences (2013–2019) and international affiliations including associate membership at Lyon’s Centre de Recherche en Neuroscience. Pavani’s research bridges cognitive neuroscience, deafness studies, and multisensory perception with translational applications for cochlear implant users. Education Ph.D. in Psychology, University of Bologna (2000; Supervisor: Elisabetta Làdavas) Master equivalent degree (Laurea Magistrale) in Psychology, University of Bologna (1995) Honorary Research Fellow, Institute of Cognitive Neuroscience, University College London (1998; Supervisor: Jon Driver) Visitor Scholar, Center for Neural Engineering, University of Southern California (1994; Supervisor: Michael A. Arbib) Research Focus Pavani investigates multisensory perception and attention mechanisms in typical and atypical populations, with emphasis on deafness, cochlear implantation, and neural plasticity. His work integrates psychophysics, neuropsychology, and neuroimaging to dissect how auditory, visual, and motor systems interact during spatial processing, language comprehension, and metacognitive judgments. Current projects examine spatial hearing rehabilitation through virtual reality, metacognitive aspects of listening effort, and the impact of face masks on communication for deaf individuals—addressing critical gaps in inclusive healthcare and education. Publication Trends His 2024–2025 publications reveal three dominant threads: (1) metacognitive dimensions of hearing (e.g., confidence in spatial judgments, effort tracking during speech-in-noise), (2) neural plasticity in cochlear implant users across ages, and (3) real-world communication barriers like face masks. Methodologically, he pioneers active listening paradigms where motor actions (reaching, postural adjustments) modulate auditory perception—highlighting embodiment’s role in sensory rehabilitation. Over 70% of recent work involves multicentric collaborations, emphasizing clinical translation. Scientific Recognition Giulio Tarra Award for Deafness Research (Pio Istituto dei Sordi di Milano, 2019) Prix Médisite en Neurosciences (Fondation de France, 2016) Chaire CIC-Cerveau et Santé Mentale (Fondation Neurodis, Lyon, 2015) Travel Fellowship, EuroConference on Spatial Neglect (2000) Premio Giovani Ricercatori, Italian Psychology Association (1997) Mentorship and Collaborations As leader of the Cognition Across the Senses (CAtS) research group, Pavani mentors postdocs, PhD candidates, and master’s students in projects spanning basic science (e.g., neural mechanisms of multisensory integration) to applied outcomes (e.g., VR spatial hearing training). His €2M+ grant portfolio includes European Marie Curie Fellowships and French-Italian collaborations like the CRNL partnership. He actively shapes policy as Rector’s delegate for PhD programs and previously coordinated university-wide student recruitment. Research Infrastructure The CAtS group operates within CIMeC’s state-of-the-art facilities, utilizing motion capture systems, eye-tracking, EEG, and custom virtual reality setups (e.g., SPHERE platform for 3D sound localization). Their work directly informs clinical tools like spatial auditory mapping devices (patented in 2024) and sign language accessibility protocols. Current initiatives focus on translating metacognitive training into rehabilitation apps for cochlear implant users and developing inclusive communication standards for healthcare settings post-pandemic.

Susan H. Ledererمشاهده پروفایل

استاد

• Speech and language disorders in young children
• Emergent literacy
• Pretend Play
• +۳ مورد دیگر

Susan H. Lederer is a Professor in the Department of Communication Sciences and Disorders at Adelphi University's Ruth S. Ammon College of Education and Health Sciences. She has been a faculty member at Adelphi since 1997, progressing from Assistant to Associate to Full Professor. Her office is located in the Hy Weinberg Center, and she can be reached at lederer@adelphi.edu or 516.877.4781. Dr. Lederer earned her academic degrees from New York University: Ph.D., New York University (1996) M.A., New York University (1981) B.S., New York University (1979) Dr. Lederer's research focuses on speech and language disorders in young children, with particular emphasis on emergent literacy, pretend play, and the integration of yoga and mindfulness practices for children. Her work explores evidence-based models of assessment and intervention for young children with speech and language disorders, early lexical acquisition, and innovative approaches to language development. She has developed 'StoryBook Yoga,' an integrated literacy, movement, and music program designed to nurture physical, cognitive, linguistic, social, and emotional development in children through evidence-based shared book reading experiences. Her research demonstrates consistent innovation in connecting mindfulness practices with language intervention, showing how breathing techniques and yoga can support executive function and self-regulation in children with communication challenges. Dr. Lederer has received numerous honors and recognitions for her work: Alumnus of Distinction by New York University (2003) Nominated Advisor of the Year by Adelphi Student Government (Spring 2003) Nominated Professor of the Year by Adelphi Student Government (Spring 2001) Mom's Choice Awards for her children's books 'I CAN SAY THAT' (2007), 'I CAN DO THAT' (2009), and 'I CAN PLAY THAT' (2010) As an advisor, Dr. Lederer has chaired numerous master's theses and undergraduate honors theses, focusing on topics related to language development, yoga interventions, and literacy acquisition. She has secured multiple Adelphi faculty development grants, including the Preschool Healthy Hearing Program (2023 with Y. Serpanos) and an Adelphi instructional technology grant. Her mentorship has produced award-winning research, particularly in the areas of yoga interventions for children with special needs and shared book reading techniques for language development. At the Hy Weinberg Center for Communication Disorders, Dr. Lederer created TOTalk, KIDTalk, and PRE-Read language and literacy enrichment groups for two- to five-year-old children with and without language impairments. These programs have served well over 1,000 children and 1,000 student interns, and have inspired additional social-communication groups for children and adolescents as signature programs for the center.

Md Shahinur Alamمشاهده پروفایل

استادیار

• Human-Computer Interaction
• Artificial Intelligence
• Virtual Reality
• +۵ مورد دیگر

Dr. Md Shahinur Alam is an Assistant Professor in the Department of Computer Science & Information Technology at Hood College, where he teaches both undergraduate and graduate courses. Previously, he served as a Postdoctoral Researcher at the VL2 Center at Gallaudet University and in the Optical Information Lab at Chungbuk National University in South Korea. Dr. Alam's educational background includes: Ph.D. in Information & Communication Engineering from Chungbuk National University, South Korea B.Sc. in Computer Science & Engineering from Jashore University of Science & Technology, Bangladesh His research focuses on innovative applications at the intersection of human-computer interaction, artificial intelligence, and virtual reality. Dr. Alam has pioneered several groundbreaking technologies including air-writing systems that replace traditional pen-and-paper input, a VR-based ASL learning platform called ASL Champ!, and image super-resolution techniques that advance optical microscopy eightfold beyond conventional physical limits. His work bridges theoretical advancements with practical applications in education, accessibility, and scientific visualization. Dr. Alam has received multiple prestigious awards for his research contributions: Best Demo Award at XR ACCESS 2024 Best Paper Award at COOC 2021 Best Paper Award at CRC 2019 As an active member of the academic community, Dr. Alam has served as a reviewer for over 30 academic journals, evaluating more than 150 research papers. He leads the NSF-funded Signing Avatars & Immersive Learning (SAIL 2.0) project, which develops innovative VR technology for American Sign Language education. His research has resulted in over 40 peer-reviewed publications and has accumulated more than 150 citations. Dr. Alam's work spans multiple interdisciplinary research areas, with particular emphasis on developing accessible technologies. His ASL Champ! project combines 3D avatar design, motion capture, and AI model development to create an immersive learning environment. His air-writing technology offers touchless input methods applicable in augmented reality, virtual reality, and healthcare settings. The research team he leads continues to push boundaries in gesture recognition, virtual reality interfaces, and image enhancement technologies.

• American Sign Language Linguistics
• ASL Curriculum Development
• Deaf Culture Studies
• +۳ مورد دیگر

Cynthia Sanders serves as Associate Professor in the Department of ASL and Interpreting Education at Rochester Institute of Technology's National Technical Institute for the Deaf (NTID). She teaches advanced ASL courses including American Sign Language IV, VII, Intermediate ASL II, and Linguistics of ASL, requiring students to engage with Deaf communities and achieve specified ACTFL proficiency levels. Her research focuses on ASL linguistics (particularly pragmatics and speech act theory), innovative curriculum development for workplace settings, and Deaf cultural studies . Recent work examines indirect message interpretation in ASL, e-curriculum design, and historical analysis of residential schools' cultural impacts. Teaching emphasizes cultural protocols alongside linguistic competence, with courses requiring community engagement and advanced narrative construction. Scholarly output from 2010-2013 shows consistent focus on practical ASL applications, with the ASL at Work curriculum system representing significant pedagogical contribution. Publications demonstrate methodological diversity spanning theoretical linguistics, educational technology, and sociocultural analysis, particularly addressing workplace communication needs and historical assimilation contexts. Recognition includes: Seed Funding Award from Provost's Sponsored Research Services (2013) for "OH-I-SEE" project Dr. Sanders maintains active research-teaching integration through NTID's Rosica Hall Research Festival and collaborations with Dawn Sign Press. Her work addresses critical gaps in professional ASL development while contributing to broader understanding of Deaf cultural preservation and workplace integration challenges.

• AI Security
• AI Safety & Alignment
• AI & Society
• +۷ مورد دیگر

Sahar Abdelnabi is a Principal Investigator at the ELLIS Institute Tübingen and an independent research group leader at the Max-Planck Institute for Intelligent Systems and Tübingen AI Center. She leads the COMPASS (COoperative Machine intelligence for People-Aligned Safe Systems) research group, focusing on developing safe, aligned, and steerable AI agents with emphasis on security, human aspects, and cooperative multi-agent systems. Her research spans the intersection of AI with security, safety, and sociopolitical aspects: Understanding, probing, and evaluating the failure modes of AI models, their biases, emergent risks, and misuse scenarios Designing mitigations, system defenses, white-box control methods, and reasoning enhancements to counter such risks Leveraging AI agents for scientific discovery and advancing society Dr. Abdelnabi's research has identified critical vulnerabilities in AI systems, including being the first to identify, coin, and taxonomize the indirect prompt injection vulnerability in LLM-integrated applications (2023), and proposing watermarking for generative AI (2020). Her work has received significant recognition including a Best Paper Award at ACL2025 and AISec'23 workshop. Her scientific contributions have been widely recognized: Best Paper Award at ACL2025 for "A Theory of Response Sampling in LLMs" Best Paper Award at AISec'23 workshop for "Not what you've signed up for: Compromising Real-World LLM-Integrated Applications with Indirect Prompt Injection" Oral Paper presentation at ICCV 2021 Spotlight Paper at NeurIPS Datasets and Benchmarks 2024 Dr. Abdelnabi actively mentors students and researchers, hiring across all levels including interns, research visitors, PhD students, and postdocs. She has served on program committees for major AI and security conferences and has presented her work at numerous international venues. Her research has influenced policy and industry practices, with findings adopted by organizations including the German Federal Office for Information Security, NIST, and OWASP. The COMPASS research group provides a dynamic environment for exploring cutting-edge questions in AI safety and security, with opportunities for collaboration across institutions and disciplines.

• American Sign Language
• Deaf Education
• Cognitive Neuroscience
• +۲ مورد دیگر

Svenna Pedersen serves as a Lecturer in the Department of Dual Language and English Learner Education at San Diego State University (SDSU), where she teaches American Sign Language (ASL) and Deaf Culture courses. She concurrently instructs at Gallaudet University, Mesa Community College, Grossmont College, and Southwestern College, demonstrating extensive commitment to ASL education across multiple academic institutions. Her educational background includes: MA in Deaf Studies (emphasis: ASL Teaching), Gallaudet University, 2007 BA in Communication Studies, Gallaudet University, 2005 Online DEFT Teaching Credential, Southwestern College, 2018 ASL Proficiency Interview Score 4+, 2016 California Subject Examination for Teachers (ASL), 2014 Professor Pedersen's research bridges ASL linguistics, cognitive neuroscience, and Deaf cultural studies. Her investigations into limb apraxia, sign span metrics, and neurological impacts on sign language production reveal the complex interplay between motor control and linguistic processing in visual languages. This work establishes critical baselines for understanding Deaf cognition and language disorders. Her publication record shows consistent conference presentations at major neuroscience and linguistics venues over the past decade, with pronounced focus on ASL production errors and neurological correlates. Collaborations with the Salk Institute highlight her integration of laboratory neuroscience with real-world Deaf community applications. Her professional recognitions include: Online DEFT Teaching Credential (Southwestern College, 2018) ASL Proficiency Interview Score 4+ (2016) California Subject Examination for Teachers (ASL, 2014) As an educator, Professor Pedersen oversees SDSU's ASL proficiency assessment program and teaches ASL from beginner to advanced levels. Her pedagogical approach integrates research findings with cultural immersion, drawing from 15+ years of experience teaching Deaf children and families. She emphasizes identity development alongside language acquisition, reflecting her commitment to holistic Deaf education. Though not leading a formal research laboratory, Professor Pedersen actively shapes the field through professional service on the San Diego ASLTA board and contributions to educational resources like Visual Language and Visual Learning's storybook apps. Her work consistently centers Deaf community perspectives in academic settings.

Leanne Trapedo Simsمشاهده پروفایل

دانشیار

• Peace and Justice Studies
• Critical Prison Studies
• Restorative Justice
• +۵ مورد دیگر

Leanne Trapedo Sims is the Daniel J. Logan Associate Professor of Peace and Justice and Chair of the Peace and Justice program at Knox College, where she has served since 2021. She directs the Prison Education program at Henry Hill Correctional Center and is developing an Inside-Out Prison Exchange program, focusing on critical carceral studies and abolition within an interdisciplinary peace and justice framework. Professor Sims earned her Ph.D. in American Studies from the University of Hawai‘i at Mānoa (2017), with additional graduate degrees in Education (Fordham University, 2006), Performance Studies (New York University, 1997), and Creative Writing (University of Wisconsin-Milwaukee, 1991), plus a B.A. in English from the University of Wisconsin-Madison. Her research interrogates intersections of gender, Indigeneity, violence, and state power in colonized Hawai‘i through feminist ethnography. She examines critical prison studies, restorative justice, and queer Indigeneities, with fieldwork conducted at Hawai‘i's Women's Correctional Community Center (2012-2016). Her work emphasizes community-based activism and coalition building to transform carceral systems. Professor Sims' publications, including her 2023 Duke University Press book and articles in Signs and Frontiers, consistently bridge academic scholarship with creative expression. Her work explores incarcerated women's resistance through prison writing while incorporating poetry and nonfiction to address trauma, identity, and decolonial justice frameworks across diverse cultural contexts. Her major recognitions include: Envisioning Justice grants from Illinois Humanities (2021-2023, totaling $25,550) American Dissertation Fellowship from AAUW ($20,000, 2016) Nomination for National Women’s Studies Association First Book Prize (2018) Creative Nonfiction prize, Ian MacMillan Writing Contest (2015) Multiple University of Hawai‘i dissertation awards (2013-2015) As program chair and Prison Education director, Professor Sims mentors students through hands-on engagement with carceral justice initiatives. She has secured significant grant funding for community partnerships and is developing curriculum centered on abolitionist frameworks, with a focus on preparing students for activism through the nascent Inside-Out program. Professor Sims is establishing foundational work for a Restorative Justice Laboratory at Knox College, envisioned as an incubator for activists, artists, and impacted communities addressing mass incarceration in Galesburg and Chicago. This initiative builds on her Hawai‘i research and Walls to Bridges training to create community-driven solutions for reparative justice.

Agim Sakoمشاهده پروفایل

استاد

• Printmaking
• Graphic Arts
• Engraving Techniques
• +۳ مورد دیگر

Agim Sako (born 1982 in Divjake, Albania) is a Professor of Graphic Arts at the Academy of Fine Arts Bologna and Ravenna, specializing in printmaking techniques. He graduated from Jakov Xoxa Art School (Fier, 2000) and earned a Painting diploma from Bologna's Academy of Fine Arts (2008). His research focuses on engraving and screen printing as artistic processes, examining historical evolution, graphic language analysis, and material experimentation. He investigates sign semantics, visual composition, and multimedia integration in printmaking, emphasizing both traditional techniques and contemporary innovation. Sako maintains an active exhibition profile with 16 major international recognitions including the Diego Donati Award (2022) and Giuseppe Maestri Engraving Biennial Youth Award (2017). His pedagogical approach combines technical mastery with conceptual development, requiring students to produce original works demonstrating structured graphic research. 7th Diego Donati Award Biennial (Perugia, 2022) Giuseppe Maestri Engraving Biennial Youth Award (Ravenna, 2017) Giorgio Morandi Engraving Award (Bologna, 2007) Chalcography Award (Bergamo, 2007) Pointe et Burin exhibition (Paris, 2012) As co-founder of Officina della Stampa in Bologna and member of Associazione Liberi Incisori, he bridges academic practice with professional printmaking communities. His teaching methodology integrates laboratory work, theoretical discussions, and technical demonstrations across multiple courses in engraving and screen printing.

Archie Singh Khumanمشاهده پروفایل

مدرس ارشد

• Artificial Intelligence
• Computational Intelligence
• Machine Learning
• +۵ مورد دیگر

Dr. Archie Singh Khuman serves as Associate Head of Education and Senior Lecturer at De Montfort University's School of Computer Science and Informatics. An award-winning academic and proud DMU alumnus (BSc 2009, MSc 2011, PhD 2017), he specializes in Artificial Intelligence, Computational Intelligence, and Uncertainty Modelling with extensive leadership in curriculum development and Universal Design for Learning. His educational background demonstrates deep institutional commitment: PhD in Computer Science (2017, De Montfort University) MSc in Intelligent Systems (2011, De Montfort University) BSc (Hons) in Computer Science (2009, De Montfort University) Dr. Khuman's research pioneers hybrid uncertainty frameworks, notably the R-fuzzy grey analysis framework (RfGAf), bridging Grey Theory, Fuzzy Logic, and Rough Sets. His work focuses on quantifying perception-based uncertainty for applications in healthcare diagnostics, robotic swarm intelligence, and risk assessment systems, emphasizing real-world implementation through industry partnerships. His publication trajectory reveals increasing interdisciplinary convergence, particularly in healthcare AI applications since 2021. Recent outputs integrate Grey-Fuzzy methodologies for medical diagnostics (diabetes, heart disease), sentiment analysis of pandemic communications, and adaptive systems in automotive/industrial contexts, demonstrating strong translation from theoretical foundations to societal impact. Major recognitions include: Five consecutive Students' Choice Teaching Awards (2018-2024) De Montfort Teacher Fellowship (2022) Senior Fellow of the Higher Education Academy (2022) Leverhulme Trust-funded international Grey Systems network (£124,997) Best Paper Award at Grey Systems and Uncertainty Analysis (2016) As academic lead for the Data Analytics Project, he mentored students in developing machine learning solutions that generated £2.5m savings for retail partners. His grant portfolio includes Royal Society funding for IoT-based scheduling (£12,000) and leadership of the Race Equality Network. Current initiatives focus on transnational education partnerships and SI-PASS peer learning programs. Dr. Khuman co-leads DMU's Institute of Artificial Intelligence research group and serves as School Governor for Inglehurst Junior School, maintaining active collaborations with institutions in China, Canada, Romania, and Spain through the International Network on Grey Systems.

• Artificial Intelligence in medicine
• natural language processing
• deep learning
• +۴ مورد دیگر

LCDR Gregory J Booth is an Assistant Professor at the Uniformed Services University of the Health Sciences (USUHS) School of Medicine, Department of Anesthesiology. He serves as Program Director of the Anesthesiology Residency and Vice Chair of the Institutional Review Board at Naval Medical Center Portsmouth (NMCP), while cofounding the Naval Biotechnology Group for medical device innovation. His educational trajectory includes: M.S. (candidate) in Data Science, Drexel University (2020-present) Anesthesiology Residency, McGaw Medical Center, Northwestern University (2014-2018) M.D., Feinberg School of Medicine, Northwestern University (2010-2014) B.S. in Biomedical Engineering (magna cum laude), Washington University in St. Louis (2006-2010) Booth's research bridges artificial intelligence and clinical medicine, with emphasis on natural language processing for orthopedic data, deep learning for surgical outcome prediction, and computer vision applications in critical care. His work in hemodynamic monitoring pioneers non-invasive techniques for hemorrhage detection in military settings, while his quality improvement initiatives target opioid stewardship and surgical complication prevention through algorithmic approaches. His 2020-2021 publications reveal a cohesive trajectory in machine learning-driven clinical tools, with military-relevant applications dominating 70% of output. Key themes include predictive modeling for surgical complications (fascial dehiscence, opioid dependence), hemodynamic monitoring innovations, and low-cost medical devices for austere environments—demonstrating consistent integration of data science with military medical challenges. Major recognitions include: Dr. A. Lawrence and Ellen S. Wilson Award for Advancing Clinical Education through Innovation (2017) NMCP Anesthesiology Teacher of the Year Award (2020) Navy-wide Academic Research Competition 1st Place for AI Hemodynamic Prediction (2020) NMCP Medical Corps Junior Officer of the Quarter (Fall 2019) FAER Resident Scholar designation Booth actively mentors USUHS and Eastern Virginia Medical School students alongside NMCP residents, with research funding secured through Navy channels supporting his Naval Biotechnology Group's work on the Portsmouth Ventilator and 3D-printed laryngoscopes. His grant portfolio emphasizes translational projects with direct battlefield applicability. The Naval Biotechnology Group operates as a cross-functional military-civilian team developing field-deployable medical solutions, with current focus on AI-integrated monitoring systems and rapid-manufacture devices for combat casualty care in resource-constrained environments.

• Cognitive Neuroscience
• Language Processing
• Deaf Studies
• +۶ مورد دیگر

Professor Mairead MacSweeney is a leading cognitive neuroscientist at University College London's Institute of Cognitive Neuroscience, where she serves as Deputy Director. She was previously the Director of the UCL Deafness, Cognition and Language Research Centre (DCAL) from 2017-2023 and currently holds a prestigious Wellcome Trust Senior Research Fellowship (2022-2028). Her work bridges the Institute of Cognitive Neuroscience with the DCAL research center, contributing significantly to UCL's reputation in neuroscience and deaf studies. Her educational background includes a Doctor of Philosophy from University College London (1998) and a Bachelor of Science from the University of Northumbria at Newcastle (1993). Her academic career trajectory shows progressive responsibility, starting as a Postdoctoral Research Fellow at UCL in 1998, then advancing through various Wellcome-funded fellowships before reaching her current professorship. MacSweeney's research fundamentally explores how the brain processes language in people born profoundly deaf, examining how altered sensory experiences shape neural organization. Her work demonstrates that 'auditory' brain regions can process visual input when hearing is absent from birth, and that signed and spoken languages engage similar neural networks. This research has significant theoretical implications for understanding brain plasticity and practical applications for deaf education. Her methodology combines functional MRI (fMRI), behavioral analysis, and electroencephalography (EEG) to investigate language, literacy, and cognitive processing in deaf populations. Her recent publications reveal a consistent focus on language processing in deaf individuals, with increasing attention to developmental trajectories from infancy through adulthood. The research shows interdisciplinary connections between cognitive neuroscience, linguistics, developmental psychology, and education, with particular emphasis on bimodal bilingualism (spoken language plus sign language), cross-modal plasticity, and the neural basis of reading in deaf populations. Her work increasingly incorporates longitudinal designs and comparative approaches between deaf and hearing populations. Wellcome Trust Senior Research Fellow (2022-2028) Professor MacSweeney actively supervises undergraduate and MSc research projects and teaches across multiple Masters-level courses in the Faculty of Brain Sciences and Faculty of Population Health Sciences. Her research program is substantially supported by Wellcome Trust funding, indicating major institutional investment in her work on sensory and language experience effects on neural systems. She has secured continuous research funding through multiple competitive Wellcome fellowships since 2001, demonstrating sustained research excellence. MacSweeney leads research within the Visual Communication research group at the UCL Institute of Cognitive Neuroscience and has been central to DCAL's research activities. Her work connects with broader initiatives studying British Sign Language and deaf cognition, contributing to DCAL's mission of conducting world-class research to empower deaf people. She collaborates with researchers across UCL departments including Linguistics, Experimental Psychology, and Language and Cognition, reflecting the interdisciplinary nature of her work.

• Language development in deaf children
• Literacy development in deaf children
• British Sign Language acquisition
• +۷ مورد دیگر

Dr. Kate Rowley is a Lecturer in Deafness, Cognition & Language at University College London (UCL), where she also serves as deputy director of the UCL Deafness, Cognition & Language Research Centre (DCAL) since February 2023. A Deaf researcher raised in a deaf family in Cornwall, Dr. Rowley brings both personal and professional expertise to her work, maintaining active involvement in the deaf community. Her research and teaching focus primarily on language and literacy development of deaf children, with strong advocacy for bilingual education approaches that recognize both sign language and written/spoken language as essential components. Dr. Rowley's educational background includes: Bachelor of Science in Deaf Studies from University of Bristol (2004) Master of Arts in Linguistics from University College London (2006) Master of Science in Psychology Research from University College London (completed with merit) PhD in Experimental Psychology from University College London (2018), with thesis titled 'Visual Word Recognition in Deaf Readers: the interplay between orthographic, semantic & phonological information' Her research spans language acquisition and literacy development among deaf children, examining how deaf children learn and process British Sign Language (BSL) and English. Dr. Rowley has conducted significant research on language attitudes within the British Deaf community, regional variations in BSL, and the impact of external factors like face masks on deaf communication. Her work consistently bridges theoretical psycholinguistics with practical applications for deaf education. Dr. Rowley's publication record demonstrates sustained focus on deaf language development across multiple dimensions, integrating experimental methods with community-based research to ensure practical relevance. Her recent work shows increasing attention to language attitudes, sign language variation, and the social dimensions of deaf communication alongside her foundational work on reading processes in deaf individuals. Dr. Rowley has secured significant research funding, including leading the ESRC project 'Language Comprehension in Deaf Children' (2021-2024), which collected data from 200 deaf people across the UK. She is also collaborating as co-investigator on another ESRC project 'Understanding Variation in Reading Progress in Deaf Children' (commencing April 2024). She provides consultancy services through Language Wise Consultancy and develops language modules for professionals working with deaf children. As an active community member, Dr. Rowley serves as governor for Hamilton Lodge (a deaf school in Brighton), maintains strong relationships with deaf schools in Southeast England, and regularly delivers training on sign language acquisition, cognitive development, and literacy intervention strategies. She is on the editorial board of First Language journal and serves as trustee for several deaf community organizations.

Eva Gutierrez-Sigutمشاهده پروفایل

مدرس ارشد

• Cognitive psychology of language
• Reading
• Deafness
• +۷ مورد دیگر

Dr. Eva Gutierrez-Sigut is a Senior Lecturer in the Department of Psychology at the University of Essex, where she has been employed since July 2019. Her academic journey includes a PhD in Cognitive Neuroscience from the University of La Laguna (Spain), followed by postdoctoral research at the Center for Mind and Brain at the University of California Davis, a research fellowship at the UCL Deafness, Cognition and Language research centre, and an independent research fellowship at the University of Valencia. Her research primarily focuses on how atypical language development due to early onset deafness impacts language and reading skills at both behavioral and neuropsychological levels. She investigates how deaf individuals process language and reading, with particular interest in phonological and semantic properties of language and their influence on reading attainment in deaf people. Her work explores the connections between visual-orthographic and semantic levels of language processing, which appear to have a stronger influence than phonological processing on deaf people's reading ability. Analysis of her recent publications reveals consistent themes across cognitive neuroscience, psycholinguistics, and deaf studies. Her research demonstrates that deaf readers automatically access phonological information but that this doesn't necessarily contribute to reading comprehension attainment. She has also shown that skilled deaf readers have stronger connections between orthographic and lexical-semantic processing levels. Her work on sign language processing indicates that deaf signers process both phonological and semantic information using similar—but not identical—mechanisms as hearing people. 2020: British Academy grant for 'COVID-19 and reduced access to communication: the challenges experienced by deaf people' Dr. Gutierrez-Sigut currently supervises at least one PhD student, Max James Handley. Her teaching responsibilities include Cognitive Psychology and Economics (EC956), Thinking and the Mind (PS104), Applied Psychology (PS118), Cognitive Psychology (PS425), MSc Psychology Research Project (PS900), Neurocognition of Human Interaction (PS935), and Advanced Cognitive Psychology (PS952). Her research has important implications for developing tools to identify deaf children who struggle with literacy and for creating training programs for deaf readers.

• 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.

Yan Maمشاهده پروفایل

استادیار

• Human-Computer Interaction
• Artificial Intelligence
• AI-powered input technologies
• +۴ مورد دیگر

Yan Ma is a tenure-track Assistant Professor in the Department of Computer Science at Kean University, specializing in Human-Computer Interaction and Artificial Intelligence. His research develops innovative AI-powered interaction techniques with strong emphasis on accessibility and user performance enhancement. Dr. Ma's educational background includes: Ph.D. in Computer Science, Stony Brook University (Advised by Prof. Xiaojun Bi) B.S. in Computer Science, Binghamton University B.S. in Mathematics, Renmin University of China His research focuses on transforming human-computer interaction through: LLM-Powered Interaction: Developing novel text entry methods for smartphones and VR environments Accessibility Engineering: Creating inclusive technologies like soft Braille keyboards and ASL recognition systems Performance Modeling: Using GANs and deep learning to understand and optimize user input behavior VR/XR Innovation: Designing next-generation interaction techniques for immersive environments Professor Ma's recent publications (2021-2025) reveal a clear trajectory toward LLM integration in interaction design, with four major publications already in 2025 across CHI, UIST, and IEEE VR venues. His work consistently bridges theoretical modeling and practical applications, particularly in accessibility domains. Key recognition includes: Best Paper Honorable Mention Award at ACM CHI 2023 As an active educator, Professor Ma teaches core computer science courses while building his research program. His service as a reviewer for top conferences (CHI, UIST, IEEE VR) and journals demonstrates his standing in the HCI research community. Students in his group gain hands-on experience with cutting-edge AI/VR technologies and opportunities to publish at premier venues. Though no formal lab name is established, his research group at Kean University maintains strong connections with Stony Brook's HCI community, facilitating collaborative projects in input modeling and accessibility research.