جست‌وجوی استاد و پژوهشگر

• Behavioral Economics
• Experimental Economics
• Decision Theory
• +۳ مورد دیگر

Adam Zylbersztejn is an Assistant Professor (Maître de conférences HDR) at Université Lumière Lyon 2 and affiliated with GATE Lyon Saint-Etienne, a research group in economics. He holds a PhD from the Paris School of Economics (2013) and previously conducted postdoctoral research at WU Wien (Vienna University of Economics and Business). His research focuses on behavioral economics using experimental methods to study individual and interactive decision processes, particularly in contexts involving trust, strategic uncertainty, and cultural variability. Key research areas include behavioral game theory, experimental finance, and the impact of nonverbal communication in economic interactions. His work has been published in top journals such as Journal of Economic Psychology , Games and Economic Behavior , and Experimental Economics . Recent studies examine topics like anonymity effects in charitable giving, trust in market exchanges under oath, and cognitive processes in asset markets using eye-tracking technology. His ongoing projects include research on risk-incentive tradeoffs and ambiguity framing in decision-making. While no formal academic awards are listed, his work has received press coverage in outlets like Le Monde and CORTEX Mag . He collaborates widely with institutions such as GATE-LSE and the Paris School of Economics, contributing to both theoretical and applied economic inquiry.

Anne Burmeisterمشاهده پروفایل

استاد

• Work and Aging
• Age Diversity
• Inclusion
• +۶ مورد دیگر

Professor Anne Burmeister is a full Professor of Organizational Behavior at the University of Cologne, Faculty of Management, Economics, and Social Sciences. She specializes in knowledge transfer, age diversity, inclusion, and interpersonal dynamics in workplaces. Her research bridges organizational psychology with practical applications in aging and diverse teams. Education: PhD in Psychology (summa cum laude), Leuphana University of Lueneburg (2016) MSc in Management and Organizational Analysis, Warwick Business School (2011) BSc in Business Psychology, Leuphana University of Lueneburg (2010) Research Interests: Her work focuses on work and aging, age diversity, inclusion, knowledge transfer, and workplace friendships. She investigates how social interactions influence productivity and organizational health, particularly in multigenerational environments. Recent Trends: Recent publications analyze DEI initiative responses, knowledge sharing dynamics, and interventions for aging workforces. Themes include cognitive load theory, intergenerational collaboration, and ambivalent employee reactions to diversity policies. Scientific Recognition: Awarded 40 leading HR minds 2025 by HR magazine Contact: Email: burmeister@wiso.uni-koeln.de Phone: +49 221-470-5887

Ronny Schererمشاهده پروفایل

استاد

• Meta-analysis
• Educational Measurement
• Digital Divides
• +۶ مورد دیگر

Ronny Scherer is Center Director and Professor at CEMO (Center for Educational Measurement) and Deputy Director at CREATE (Center for Research on Equality in Education) at the University of Oslo's Faculty of Educational Sciences. His work bridges educational measurement, assessment, and evaluation with a focus on research syntheses and complex sampling surveys. Dr. Scherer's research spans two interconnected domains: substantive areas including digital divides, equity and equality in education, and measurement of complex cognitive skills (such as complex problem solving, adaptability, computational thinking, and executive functioning); and methodological areas focusing on advanced meta-analytic techniques, multilevel structural equation modeling, and spatial analysis of complex survey data. His work frequently utilizes international large-scale assessment data from PISA, ICILS, TIMSS, PIRLS, PIAAC, and TALIS. His publication record demonstrates a clear trajectory toward increasingly sophisticated meta-analytic approaches, with recent work focusing on second-order meta-analyses, AI-assisted screening methods, and advanced techniques for handling complex survey data. His research consistently addresses critical educational challenges related to equity, digital literacy, and measurement of 21st century skills. Dr. Scherer has secured significant research funding for projects including ARISE (Academic resilience in mathematics and science among vulnerable students), DiDiRes (Digital inequalities in education), and ADAPT21 (Educational assessments of the 21st century: Measuring and understanding students' adaptability in complex problem solving situations). Co-director of CREATE (Centre for Research on Equality in Education) since 2023 Professor of Educational Assessment and Measurement at CEMO since 2019 Extensive experience with international large-scale assessments including ICILS, TALIS, and PIAAC As an educator, Dr. Scherer teaches advanced courses in measurement models, multilevel models, meta-analysis, and equity in education. He actively supervises graduate students interested in his research areas and has developed numerous workshops on structural equation modeling and meta-analytic methods for international audiences.

Jasmin Richterمشاهده پروفایل

پژوهشگر ارشد

• Social Psychology
• Cognitive Psychology
• Evaluative Conditioning
• +۶ مورد دیگر

Jasmin Richter is a Research Fellow at the University of Oslo, affiliated with the LCE - Literature, Cognition and Emotions and the Social Psychology Research Group. Her academic journey includes a Ph.D. in Psychology from the University of Cologne (2020), followed by postdoctoral positions at the University of Cologne (2020–2021) and the University of Oslo (2021–present). Education & Appointments: 2021–Present: Postdoctoral Fellow, University of Oslo 2020–2021: Postdoctoral Fellow, University of Cologne 2020: Ph.D. in Psychology, University of Cologne 2015–2020: Ph.D. Student, University of Cologne 2015: M.Sc. in Psychology, University of Bonn 2013: B.Sc. in Psychology, University of Giessen Research Interests: Dr. Richter specializes in cognitive and social psychology, focusing on evaluative conditioning, processing fluency, and moralization. Her work explores how repetition, stimulus pairing, and temporal dynamics influence truth/moral judgments, memory consolidation, and affective preferences. Key themes include the role of episodic retrieval in learning mechanisms and the interplay between unawareness and contingency awareness in valence processing. Publications Trends: Her recent work (2021–2025) emphasizes experimental psychology, with contributions to Cognition & Emotion , Journal of Experimental Social Psychology , and Developmental Review . Topics include evaluative conditioning under varying temporal conditions, the effects of simultaneous stimulus pairing, and the cognitive foundations of affective preferences. Labs & Collaborations: Active in interdisciplinary teams, her research integrates experimental designs with neurocognitive frameworks. Collaborations span institutions like the University of Cologne, the University of Bonn, and international co-authors in psychology and cognitive science.

Ann Bostromمشاهده پروفایل

استاد

• Risk Perception
• Risk Communication
• Risk Management
• +۷ مورد دیگر

Ann Bostrom is the Weyerhaeuser Endowed Professor in Environmental Policy at the Evans School of Public Policy & Governance, University of Washington, where she joined the faculty in 2007 after serving as Associate Dean for Research and Professor at Georgia Tech's Ivan Allen College. She co-directed the NSF Decision Risk and Management Science Program and serves on the AAAS and Washington State Academy of Sciences boards. Her educational background includes: Ph.D. in Public Policy Analysis, Carnegie Mellon University M.B.A., Western Washington University B.A. in English, University of Washington Postdoctoral studies in Engineering and Public Policy, Carnegie Mellon University Postdoctoral studies in cognitive survey methodology, Bureau of Labor Statistics Bostrom's research centers on risk perception, communication, and management in environmental policy and uncertain decision contexts. She investigates causal misconceptions about climate change, earthquake risk awareness, and pandemic risk communication, bridging social/behavioral sciences with weather and climate risk management through efficacy-focused frameworks. Her 2017-2021 publications reveal concentrated work on climate change communication, natural hazards, and pandemic risks. Key themes include causal thinking's impact on policy support, risk message design efficacy, and cross-cultural risk perception comparisons, frequently contributing to National Academies reports on science communication and hazard management. Major scientific recognitions include: 2020 Distinguished Educator Award (Society for Risk Analysis) 1997 Chauncey Starr Award Elected fellow of AAAS, WSAS, and Society for Risk Analysis ASA/NSF/BLS Research Associateship (1991-92) Fulbright Fellowship (1989-90) Patricia Roberts Harris Fellowship (1988-89) She has secured major funding from NSF, EPA, and NIH, currently co-leading the Cascadia Coastlines and Peoples Hazards Research Hub and NSF AI Institute for Trustworthy AI in Weather/Climate. Advisory roles include National Renewable Energy Laboratory Decision Science Committee and Earthquake Hazards Reduction Advisory Committee. At UW, Bostrom co-chairs Environments and Populations research in the Center for Studies in Demography and Ecology, serves on EarthLab's steering committee, and participates in the Program on Climate Change Governing Board, while maintaining affiliations with Carnegie Mellon's Center for Climate and Energy Decision Making.

Christian Unkelbachمشاهده پروفایل

استاد

• Social Cognition
• Evaluative Judgments
• Information Ecologies
• +۶ مورد دیگر

Christian Unkelbach is Professor of Social Psychology at the Department of Psychology, Faculty of Humanities, University of Cologne, where he leads the Unkelbach Group. His research spans multiple domains of social and cognitive psychology with significant contributions to understanding evaluative processes. His primary research interests include Social Cognition, Evaluative Judgments, Information Ecologies, Stereotypes and Prejudice, Evaluative Learning, Fluency Effects, and Sport Psychology. Unkelbach's work examines how humans process evaluative information in social contexts, with particular focus on the truth-by-repetition effect , evaluative conditioning , and cognitive ecological frameworks that explain why certain information patterns dominate social cognition. His research demonstrates how repetition increases belief in information , how attributes become associated through mere pairings , and why positive information is processed more efficiently than negative information. Analysis of his recent publications reveals a consistent trajectory examining the relativity of social cognition , truth effects across contexts , and metacognitive awareness of cognitive biases . His work increasingly integrates cross-linguistic perspectives and examines real-world applications in media consumption and social judgment. Honorary Doctorate from UCLouvain (2025) ISCON Best Paper Award 2020 Speaker of DFG Research Unit FOR2150 'Relativity in Social Cognition' (2017-2021) Emmy Noether Research Grant (DFG, 2009-2013) Feodor Lynen Research Scholarship (Alexander von Humboldt Foundation) Fulbright Scholarship Unkelbach has advised numerous doctoral researchers including Andreas Miculka, Anne Irena Weitzel, Felix Speckmann, Lea Sperlich, and Tabea Zorn. His research group has secured multiple C-SEB grants for projects examining social cognition phenomena. The Unkelbach Group maintains active collaborations with international researchers across Europe and North America, with recent work funded through the DFG Research Unit on Relativity in Social Cognition. The Unkelbach Group laboratory at Richard-Strauss-Str. 2 in Cologne comprises postdoctoral researchers, doctoral candidates, and student assistants working on experimental paradigms examining evaluative learning, truth effects, and social judgment processes. Current projects investigate cross-linguistic truth effects, metacognitive monitoring of repetition effects, and ecological validity in social cognition frameworks.

• Music Technology
• Music Psychology
• Embodied Music Cognition
• +۵ مورد دیگر

Alexander Refsum Jensenius is a Professor of Music Technology and Director of the RITMO Centre for Interdisciplinary Studies in Rhythm, Time and Motion at the University of Oslo. He also leads the fourMs Lab and co-founded the MishMash Centre for AI and Creativity. His work bridges musicology, psychology, and technology, focusing on embodied music cognition, human motion analysis, and creative applications of AI. Notably, he pioneered research on air guitar motion and human micromotion through projects like the Oslo Standstill Database . Educated at the University of Oslo (BA in Music and Mathematics, MA in Musicology) and Chalmers University of Technology (MSc in Applied IT), Jensenius holds a PhD in Music Technology from UiO. He has held visiting researcher roles at UC Berkeley, McGill University, and KTH. Leadership roles include Department of Musicology Head (2013–2016) and Steering Committee Chair for the International Conference on New Interfaces for Musical Expression (NIME, 2011–2022). Research interests span music-related body motion, AI in creative contexts, and open research practices. Key contributions include the Music Moves and Motion Capture MOOCs, the Musical Gestures Toolbox software, and monographs like Sound Actions and Sonic Design . His work emphasizes interdisciplinary collaboration, with projects addressing ventilation systems' acoustic properties and cell culture vibrational effects. Awards include the European Open Data Champion recognition. He advocates for open science and maintains extensive digital archives of research materials, emphasizing institutional web pages as critical research infrastructure.

Vibeke Grøverمشاهده پروفایل

استاد

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

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

Jim Tørresenمشاهده پروفایل

استاد

• Artificial Intelligence
• Robotics
• Biology-Inspired Computing
• +۶ مورد دیگر

Jim Tørresen is a Professor of Computer Science at the Department of Informatics, University of Oslo, where he has been employed since 1999 (Associate Professor 1999-2005, Professor since 2006). He serves as group leader for the Robotics and Intelligent Systems (ROBIN) research group and is also a Principal Investigator at the Centre for Interdisciplinary Studies in Rhythm, Time and Motion (RITMO). His academic career includes visiting positions at Cornell University's Creative Machines Lab (2010-2011) and Kyoto University in Japan (1993-1994). His educational background includes a Dr.ing. (Ph.D.) in Computer Architecture from the Norwegian University of Science and Technology (1996) and an M.Sc. in Computer Architecture from the same institution (1991). Before his academic career, he worked in industry at Navia Aviation (1998-1999) and NERA Telecommunications (1996-1998). Tørresen's research spans artificial intelligence, robotics, and bio-inspired computing. His work focuses on biology-inspired algorithms, programmable logic (FPGA), robotics (simulation, prototyping, control), and human-robot interaction. He has made significant contributions to areas including evolutionary computing, reconfigurable hardware, and adaptive systems. His research often bridges theoretical computer science with practical applications in healthcare, music, and industrial settings. His recent publications demonstrate a strong focus on human-robot interaction, particularly in healthcare contexts for elderly care, as well as applications in sports science, musical robotics, and geological engineering. His work shows a consistent pattern of interdisciplinary research that combines machine learning techniques with domain-specific challenges. Tørresen has also authored a popular science book on artificial intelligence in the "what is" series by Universitetsforlaget, which discusses fundamental concepts, methods, future perspectives, and ethical aspects of AI. He has been active in academic leadership, serving as General Chair for the 22nd International Conference on Field Programmable Logic and Applications (FPL) in 2012 and the 9th Joint IEEE International Conference of Developmental Learning and Epigenetic Robotics in 2019. As group leader of ROBIN, he oversees research on intelligent systems that operate in dynamic environments requiring runtime adaptation. The group works at both fundamental and applied levels, using evolutionary algorithms for robot learning and machine learning techniques for classification and recognition tasks in various application domains.

• Early Childhood Care
• Student-Teacher Relationships
• Child Mental Health
• +۳ مورد دیگر

May Britt Drugli is a Professor at the Regional Centre for Child and Youth Mental Health and Child Welfare, affiliated with NTNU's Faculty of Medicine and Health Sciences and Department of Mental Health. Her research focuses on early childhood care, student-teacher relationships, child mental health, and intervention research. She has contributed to numerous publications addressing childcare quality, child well-being, and developmental outcomes. Her work includes studies on cortisol levels in toddlers in childcare, the impact of professional development programs like 'Thrive by Three,' and the importance of play-based learning in educational policies. She frequently collaborates with educators and policymakers to translate research into practical pedagogical strategies. Key areas of exploration include transition processes for young children entering childcare, the role of teacher-child interactions, and addressing socioeconomic disparities in early education. Her research emphasizes evidence-based practices to enhance child development and mental health.

• Neuroscience
• Neonatology
• Developmental Psychology
• +۷ مورد دیگر

Efthymios Papatzikis is a Professor of Infant Brain Development at Oslo Metropolitan University’s Faculty of Education and International Studies. He leads the Advanced Health Intelligence and Brain-Inspired Technologies (ADEPT) Research Group, focusing on brain development in the first 1500 days of life using neuroimaging, behavioral analysis, and AI-driven tools. Research Focus: Multimodal neuroimaging (qEEG, ABR, aEEG), computational neuroscience, AI in NICU diagnostics, and personalized sound/music interventions. Collaborations: Harvard University, Martinos Center for Biomedical Imaging, UCL, and Bergen University. Editorial Roles: Associate Editor for Frontiers in Pediatric Psychology, Guest Editor for Frontiers in Pediatric Neurology. His work bridges neuroscience with clinical neonatal care, emphasizing family-centered medicine and precision diagnostics. Recent projects include EU Cost Action CA22111 on real-world environments’ impact on brain development. Scientific Awards: Fellow of the Higher Education Academy (FHEA), UK Certified Specialist in Social Prescribing by the World Health Organization He contributes to journals as reviewer and editor, co-develops computational tools for NICU EEG analysis, and advises international foundations on maternal/child health and early childhood education.

• Artificial Intelligence
• Machine Learning
• Medical Technology
• +۷ مورد دیگر

Anis Yazidi is a Professor at Oslo Metropolitan University, affiliated with the Faculty of Technology, Art and Design and the Department of Information Technology. His research focuses on Artificial Intelligence, Machine Learning, Medical Technology, and IoT Security, with a particular emphasis on Applications of AI in Healthcare, EEG Signal Processing, and Digital Transformation. Active research projects include AI Mind (dementia diagnostics), Glycopathology in dry eyes, and Pain and mental distress analysis Completed projects: Digital hate speech analysis, AI in reproductive technology, Nano-antibiotics development His recent publications (2023-2025) demonstrate expertise in: Tsetlin Automaton algorithms for concept learning EEG classification using visibility graphs and vision transformers AI ethics frameworks for medical practice Deepfake detection methodologies Collaborative work spans institutions in Norway, Czech Republic, and international AI research communities.

Seffetullah Kuldasمشاهده پروفایل

پژوهشگر

• Parental Mediation
• Educational Resilience
• Self-Construal
• +۳ مورد دیگر

Seffetullah Kuldas is currently a Postdoctoral Fellow at the University of Oslo's Department of Media and Communication, funded by a Marie Skłodowska-Curie Actions – Individual Fellowship (MSCA–IF). His research focuses on ethnicity-based parenting for children’s online safety, educational resilience against bullying and socioeconomic challenges, and unconscious cognitive processes. He previously held a postdoctoral position at Dublin City University’s Anti-Bullying Centre, studying Roma children’s experiences with ethnicity-based bullying. His work integrates empirical research with policy recommendations, often using EU Kids Online datasets and peer-reviewed publications. Key research interests include parental mediation strategies, transactional resiliency frameworks, and the intersection of unconscious mind theories with educational practices. He has contributed to developing validated scales for anti-bullying self-efficacy and has explored digital divides in online safety awareness. Teaching roles: Guest Lecturer at Dublin City University and the University of Science Malaysia, covering topics like ethnicity-based bullying, metacognition, and research methodologies. Awards: MSCA–IF Fellowship, Best Research Award, and multiple Best Publication accolades. Publications span 20+ peer-reviewed articles in journals like International Journal of Communication and Youth & Society , focusing on bullying prevention, digital parenting, and cognitive resilience. His projects emphasize marginalized communities, including Roma children and ethnic minorities in Europe, addressing both academic and societal impacts through collaborative research and policy engagement.

Ellen Beate Hansen Sandseterمشاهده پروفایل

استاد

• Risky play
• Children's well-being
• Physical environment in early childhood education
• +۶ مورد دیگر

Ellen Beate Hansen Sandseter is a Professor at the Physical Activity and Health Research Group within the Department of Science, Natural Sciences and Social Sciences at Queen Maud University College. She holds a master’s in sports science from the Norwegian School of Sports Science and a doctorate in psychology from NTNU. Sandseter’s research focuses on risky play in early childhood education, emphasizing how physical environments shape children’s exploration of limits and developmental opportunities. Education: Major in sports (Norwegian School of Sports Science), PhD in psychology (NTNU) Her work challenges Western societies’ overemphasis on safety in childhood environments, advocating for free outdoor play to build resilience and self-efficacy. Current projects like ViRMa (Virtual Risk Management) use VR and motion capture to study how risky play fosters risk assessment skills. Previously, she led the EnCompetence project, linking physical environments to play behavior and activity levels. Her academic output spans behavioral studies, psychometric assessments, and policy advocacy, with keywords including child development , virtual reality , and play-based learning . She actively disseminates findings through international lectures and collaborations, particularly on ethical challenges in risky play. No scientific awards or student advisement details are listed in the provided text.

Jo Herstadمشاهده پروفایل

دانشیار

• Human-Computer Interaction (HCI)
• Universal Design
• Inclusive Technology
• +۴ مورد دیگر

Jo Herstad is an Associate Professor in the Department of Information Systems Design at the University of Oslo , where she has worked since 2002. With a background in industry at Ericsson (1990-2003), Herstad bridges technical expertise with academic rigor. She teaches courses including: IN1030 - Introduction to Design, Use, Interaction (since 2017) IN2000 - Software Engineering with Project Work IN5480 - Interaction with AI and Autonomous Systems Research Focus: Her work explores Human-Computer Interaction through: Universal Design principles in digital environments Human-Robot Interaction for domestic applications Inclusive Technology across diverse populations Participatory Design methodologies Privacy Dynamics in smart homes Multimodal Systems for elderly care Key Publications (2017-2024) examine motion profiling in robotics, equitable digital feedback, and socio-technical systems. Her supervision includes 15+ master's theses on topics ranging from chatbot ethics to universal design in education. Current projects focus on: Artificial Intelligence and Sensor Technology Multimodal Elderly Care Systems (MECS) Podcast Accessibility (PUD) RHYME: Music Technology for All