Dr. phil. Eva Thomm is a research associate at the Faculty of Education , University of Erfurt, and member of the Institute for Planetary Health Behaviour (IPB) . Her work focuses on educational psychology, science communication, and teachers' trust in research evidence. She serves as an Associate Editor for the German Journal of Educational Psychology (2023-2025) and reviews for 12 journals including Science Communication and PLOS One . Key research areas include: Teachers' source evaluation in belief-evidence conflicts Science communication in educational contexts Digital assessment of professional competencies Epistemic reasoning in teacher training Her 15 most recent publications (2016-2025) demonstrate expertise in: Source credibility assessment Conflict resolution in science communication Medical communication competence testing Belief persistence in educational research Notable award: EARLI Outstanding Publication Award 2021 for work on expert disagreement. Academic affiliations: University of Erfurt (since 2017) Westfälische Wilhelms-Universität Münster (2009-2016) Member of 5 research initiatives including Erfurter Open Science Initiative
Michael Christian Leitner serves as Head of Research & Transfer Services and External Lecturer in Information Technologies and Digitalisation at Salzburg University of Applied Sciences. With dual PhDs in Psychology and Communication Science from the University of Salzburg, he bridges academic research with practical applications in neuropsychology and sports psychology. PhD in Psychology (University of Salzburg, 2021) Master in Psychology (University of Salzburg, 2016) Bachelor in Psychology (University of Salzburg, 2014) PhD in Communication Science (University of Salzburg, 2012) Master in Communication Science (University of Salzburg, 2009) Bachelor in Communication Science (University of Salzburg, 2007) Master in Telecommunication & Media (St. Pölten University of Applied Sciences, 2005) Leitner's research spans three primary domains: neuropsychological rehabilitation for visual field defects after stroke, sport psychological effects of crowd absence during the COVID-19 pandemic (ghost games), and social engineering/cybersecurity. His innovative work combines eye-tracking technology, virtual reality interventions, and psychological assessment to address complex rehabilitation challenges and understand human behavior in high-pressure sports environments. The Salzburg Visual Field Trainer (SVFT), his VR-based rehabilitation system, represents a significant advancement over traditional stationary and unreliable visual restitution therapies. His publication record reveals a clear thematic progression from neuropsychological rehabilitation methods toward analyzing the psychological impacts of pandemic conditions on sports. The COVID-19 pandemic created a unique natural experiment for studying home advantage phenomena, resulting in multiple publications examining referee decisions, player behavior, and emotional responses in empty stadiums. His most recent work integrates eye-tracking with social science methodology to assess memory-related response variability. Science award (2022) Young Investigators Award (2022) Leitner has secured funding for significant research projects including 'The Psychological Impact of Ghost Games in Football during the COVID-19 Pandemic' (2020-2030) and 'Advanced Perimetry for the Evaluation of Neuroplasticity in the Visual Cortex' (2018-2023). His collaborative network spans multiple institutions with strong connections to the University of Salzburg's Centre for Cognitive Neuroscience. He actively engages with the public through media appearances discussing topics from emotional behavior in sports to the psychological aspects of neurovisual rehabilitation. As Head of Research & Transfer Services, Leitner leads the strategic reorientation of research at Salzburg University of Applied Sciences through a comprehensive organizational development process. His work contributes to UN Sustainable Development Goals through applications in health, wellbeing, and quality education.
Josep Cabedo Sanromà is a Full Professor in the Department of Physical Activity and Sport Sciences and Sports Management at the Faculty of Psychology, Educational Sciences and Sports Blanquerna, Universitat Ramon Llull. His extensive research career spans intellectual disability, aging, physical activity, water polo performance analysis, and dance therapy for vulnerable populations. As a leading researcher in his field, he directs and participates in multiple significant research projects addressing critical health and sports science questions. Dr. Cabedo Sanromà's primary research interests focus on intellectual disability and exercise science, particularly examining how physical activity impacts aging populations with intellectual disabilities. His work with the IDEA study investigates cardiovascular and vascular modifications due to physical exercise in older adults with intellectual disabilities. He also conducts significant research in water polo performance analysis, examining positional effectiveness in numerical inequality situations. Additionally, his work explores creative dance therapy for Alzheimer's patients and motivational factors in charity sport events. His recent publications reveal a strong interdisciplinary approach combining exercise physiology, gerontology, and psychology. The research demonstrates consistent focus on vulnerable populations (individuals with intellectual disabilities, elderly, Alzheimer's patients) and performance analysis in water polo. His work often employs observational methodology, with significant use of statistical analysis including Chi-square tests. Dr. Cabedo Sanromà leads substantial research funding, most notably the SAFE project (Health, Physical Activity and Sport) funded by AGAUR (2022-2025), with a budget covering three and a half years of research. He collaborates extensively with researchers across multiple disciplines including psychology, medicine, and sports science, demonstrating strong interdisciplinary research capabilities. His work has significant practical applications for improving quality of life through physical activity interventions tailored to specific populations.
Prof. Dr. Peter M. Muck is a Professor in the Department of Economics at Bonn-Rhein-Sieg University of Applied Sciences, specializing in Economic Psychology with a focus on Personnel, Organizational, and Differential Psychology. Since 2025, he has concurrently served as Vice President for Studies and Teaching, shaping academic policies and curriculum development. His career includes prior roles at the Federal Employment Agency, Justus Liebig University Giessen, Bielefeld University, and University of Hohenheim. Research Expertise: Prof. Muck investigates vocational aptitude diagnostics, performance metrics, leadership communication, and psychometric test validation. His work emphasizes practical applications in organizational behavior and workforce development. Publications: His recent conference presentations (2010-2015) explore themes like psychological empowerment, situational judgment testing, and ethical leadership, predominantly within industrial-organizational psychology contexts.
Kimberly Smirles is Professor of Psychology at Emmanuel College, where she prioritizes student learning through active engagement, critical thinking, and community-based research. Her teaching philosophy centers on creating meaningful knowledge that prepares students for personal and professional success across coursework, faculty-student research, internships, and co-curricular activities. Her educational background includes: Ph.D. and M.A. in Psychology from the University of New Hampshire B.A. in Psychology from Boston College As an experimental social psychologist, Smirles investigates how sociocultural expectations shape self-perception and behavior, with specialized focus on gender roles, women's body image, and cross-cultural leadership perceptions. Her research examines mindfulness interventions for body image improvement, Japanese women's leadership self-efficacy, and bicultural identity among American Indian adolescents, consistently applying findings to develop real-world educational solutions. Analysis of her 15 most recent publications reveals consistent exploration of gender dynamics across diverse contexts—from intimate partner violence perceptions to transgender student experiences—while demonstrating methodological versatility through qualitative analyses, experimental designs, and cross-cultural comparisons. Her work consistently bridges academic research with community impact through service learning. Her scholarly contributions have been recognized with: Faculty Excellence in Service to the Community Award (2021) Marion and Jasper Whiting Foundation Fellowship (2017) Faculty Excellence Award in Teaching (2003) Smirles actively mentors students through hands-on research participation, resulting in numerous co-authored publications and presentations. She has secured substantial funding including Faculty Travel Grants (2004-2019), Faculty Research Grants (2011-2016), and Faculty-Student Research Grants (2004, 2006, 2011, 2013) to support collaborative investigations into gender, identity, and social justice. She directs an active research laboratory where students engage in all research phases from design to publication. Currently co-authoring the textbook Psychology of Women: A Psychobiosocial Perspective with Dr. Joan Rollins, she continues expanding her lab's focus to develop interventions improving body image and leadership efficacy for women over 40.
Nomi Reznik serves as a Scientific Associate (Researcher) in the Department of Psychological Diagnostics, Differential and Personality Psychology at the Free University of Berlin, operating under the Department of Education and Psychology. Her M.Sc. qualification supports active research in psychological assessment methodologies and personality evaluation. Her research encompasses: Psychological Diagnostics Personality Psychology Differential Psychology Situational Judgment Tests Psychometrics Communication Competence She investigates personality-situation interactions in assessments, media influences on communication evaluations, and AI applications in test development. Publication trends (2020-2024) reveal progression from test validation and cross-cultural adaptation to examining situational strength effects, media framings, and ChatGPT's role in psychometric test creation, indicating growing integration of technological innovation with foundational assessment principles. No scientific awards were documented in the source materials. Student advising activities and external grant funding are not referenced in available information. She operates within the Department of Psychological Diagnostics, Differential and Personality Psychology research team, collaborating with Professor Stefan Krumm and colleagues on projects spanning situational judgment test design and communication competence assessment.
Pia Ingold is Professor of Organizational Psychology in the Department of Psychology at the University of Copenhagen’s Faculty of Social Sciences. With over 12 years of teaching experience including prior roles at the University of Zurich, she maintains active research programs in personnel assessment and digital HR innovation. Her office hours are Mondays 12:00-13:00 at Øster Farimagsgade 2A, Copenhagen. Her research centers on personnel selection methodologies, leadership cognition, social effectiveness in organizations, and digital transformation in HR (including blockchain CVs and leadership intervention apps). She investigates impression management dynamics in career advancement and champions open science practices. Current work bridges theoretical rigor with practical talent management applications through industry consulting partnerships. Recent publications (2021-2025) demonstrate consistent focus on assessment center validity, situational judgment testing, and leadership development. Her work increasingly integrates digital tools to enhance personnel selection while examining behavioral consistency across assessment contexts and impression management profiles linked to career success. Scientific recognition includes: HR Research Award Finalist (2023) Excellence Award for Adaptive Leadership Research Grant (2018) AOM Leadership Scholars Most Promising Proposal (2022) She currently leads three major grants: a Carlsberg Foundation project on employer branding in job ads (2023-2026), two Swiss National Science Foundation initiatives on adaptive leadership (2023-2025) and personality assessment innovation (2019-2024). As associate editor of Personnel Assessment and Decisions, she shapes open-access scholarship while applying research through talent management consulting on assessment systems and leadership training.
Anthony Galt Greenwald is a prominent social psychologist and Professor of Psychology at the University of Washington, where he has been on faculty since 1986. He received his B.A. from Yale University in 1959, followed by an M.A. (1961) and Ph.D. (1963) from Harvard University. After completing his doctoral studies, he held a postdoctoral fellowship at the Educational Testing Service from 1963 to 1965. Greenwald is best known for developing the Implicit Association Test (IAT), a revolutionary method for measuring unconscious biases and implicit attitudes. His research has fundamentally changed how psychologists understand the relationship between conscious and unconscious cognition, particularly in the areas of prejudice, stereotypes, and self-esteem. He co-founded Project Implicit in 1998, a non-profit organization dedicated to research and education about implicit social cognition that has collected data from millions of participants worldwide. His work demonstrates that people can hold implicit biases that operate outside of conscious awareness or control, challenging traditional views of prejudice. This finding has significant implications for understanding discrimination across numerous domains including healthcare, education, legal contexts, and organizational settings. Greenwald's publications show a consistent focus on methodological rigor, with recent work addressing statistical practices, data transparency, and practical applications of implicit bias research. Greenwald's most influential publications include 'Measuring individual differences in implicit cognition: the implicit association test' (1998), 'Implicit social cognition: attitudes, self-esteem, and stereotypes' (1995), and the popular book 'Blindspot: Hidden Biases of Good People' (2013) co-authored with Mahzarin Banaji. His ongoing research continues to refine implicit bias measurement techniques and explore potential remedies for implicit bias. Greenwald has received numerous accolades for his work, including the Distinguished Scientific Contribution Award from the American Psychological Association. His research has been cited tens of thousands of times, making him one of the most influential psychologists of his generation. He remains active in research and continues to mentor students at the University of Washington.
