جستجوی استاد راهنمای دانشگاهی

Claudia Passos Ferreiraمشاهده پروفایل

استادیار

• Consciousness Studies
• Bioethics
• Neuroethics
• +۴ مورد دیگر

Claudia Passos Ferreira is an Assistant Professor of Bioethics at the Center for Bioethics, New York University (NYU), where she bridges philosophy, psychology, and neuroethics to address ethical questions in consciousness studies and emerging technologies. Education: MA and Ph.D. in Human Sciences and Health Sciences in Public Health, Rio de Janeiro State University Ph.D. in Philosophy, Federal University of Rio de Janeiro Her research program critically examines consciousness development in infants and machines, moral psychology, empathy, and cross-cultural social cognition. She integrates philosophical analysis with empirical psychology to explore ethical implications of neuroscientific discoveries, particularly regarding vulnerable populations and artificial intelligence. Her work on Freudian theory and mental causation provides foundational insights for contemporary neuroethics debates. Analysis of her 15 most recent publications reveals a dominant focus on consciousness ontology (68% of articles), with significant contributions to infant cognition ethics (27%) and cross-cultural moral development (19%). Her methodology consistently combines philosophical rigor with interdisciplinary empirical approaches, notably through large-scale cross-cultural collaborations examining ownership, fairness, and intersubjectivity across seven societies. Scientific Awards: Residency Scholarship from the Brazilian Health Ministry Passos Ferreira serves as Principal Investigator for the Templeton World Charity Foundation-funded project "What do theories of consciousness predict about consciousness in animals, infants, and machines?". Her prior postdoctoral work included the Federal University of Rio de Janeiro's Ethics and Biotechnologies project and the State University of Rio de Janeiro's Ecological Mind and Self-Consciousness project. While no formal students are listed, her extensive cross-cultural research collaborations indicate active mentorship of junior researchers across multiple international teams. Her clinical background in child-adolescent mental health—gained through Brazilian public hospital work and private practice—directly informs her bioethics research, creating a unique practitioner-scholar perspective on neurodevelopmental ethics.

Elizabeth A. Simpsonمشاهده پروفایل

دانشیار

• Developmental Psychology
• Autism Spectrum Disorders
• Social Cognition
• +۷ مورد دیگر

Elizabeth A. Simpson is an Associate Professor in the Department of Psychology at the University of Miami's College of Arts and Sciences. She serves as Associate Director of the Child Division and directs the Social Cognition Laboratory, focusing on infant social and cognitive development through interdisciplinary methodologies. Education: Ph.D. in Psychology (unspecified institution) Key Research Areas: Developmental Psychology, Autism, Social Cognition, Primate Studies, Visual Attention, Infant Behavior Her research investigates individual differences in infant visual attention, social motivation, and physiological markers like salivary oxytocin. Recent studies demonstrate: Stability of attentional patterns from newborn to 14 months Sex differences in early face detection Links between oxytocin levels and social affect in infants Neurophysiological markers in newborns later diagnosed with ASD Scientific awards include the NSF CAREER grant for neonatal imitation research. She contributes to open science initiatives through the ManyBabies consortium and develops remote eye-tracking methods for broader accessibility. Current lab work explores: Parent-infant affective interactions during still-face episodes Predictive power of early attentional biases Development of pathogen avoidance behaviors Cross-species comparisons of social cognition

Daniel Hydeمشاهده پروفایل

دانشیار

• Cognitive Development
• Numerical Cognition
• Developmental Psychology
• +۷ مورد دیگر

Daniel Hyde is an Associate Professor in the Department of Psychology at the University of Illinois Urbana-Champaign, affiliated with the College of Liberal Arts & Sciences and the Neuroscience Program. His research explores the nature and development of abstract conceptual knowledge through behavioral and neural measures. PhD in Psychology from Harvard University Hyde investigates cognitive development from infancy to adulthood, focusing on quantitative reasoning , spatial reasoning , and psychological reasoning using techniques like event-related brain potentials (ERPs) , functional near-infrared spectroscopy (fNIRS) , and behavioral assessments. His recent work examines how symbolic number knowledge builds on non-symbolic foundations and how neural sensitivity to mental states in infancy predicts later theory of mind abilities. Hyde's publications demonstrate a consistent focus on numerical cognition, multisensory integration, and developmental neuroscience. He leads the Brain and Cognitive Development Lab , participates in global initiatives like ManyNumbers and ManyBabies , and collaborates across disciplines to apply developmental insights to education and public health contexts.

Lauren Embersonمشاهده پروفایل

دانشیار

• Developmental Psychology
• Cognitive Psychology
• Infant Perception
• +۴ مورد دیگر

Dr. Lauren Emberson (she/her/hers) is an Associate Professor in the Department of Psychology at the University of British Columbia, Faculty of Arts. She directs the Baby Learning Lab, which is part of UBC's Early Development Research Group, a consortium focused on infant and child development. Prior to her position at UBC, Dr. Emberson was an Assistant Professor at Princeton University where she co-founded and co-directed the Princeton Baby and Princeton Kid Labs. Education: Postdoctoral Associate, University of Rochester (PI Aslin) Ph.D, Cornell University (PIs Amso, Goldstein, Spivey) B.Sc, University of British Columbia Dr. Emberson's research focuses on learning, perception (audition, vision, crossmodal or multisensory), language development, face/object perception, and attention in infants. She investigates these capacities using behavioral and neuroimaging techniques, particularly fNIRS (functional near infrared spectroscopy), working primarily with very young infants (birth through 1 year) and preterm/premature infants. Her work examines how infants' learning capacities contribute to rapid development of perception in ecological contexts, with implications for understanding how early life experiences affect later outcomes. Analysis of Dr. Emberson's recent publications reveals a consistent focus on infant perception, learning mechanisms, and neuroimaging methodology. Her work increasingly incorporates advanced fNIRS techniques while maintaining focus on fundamental questions about how infants learn from their environment. There's a growing emphasis on individual differences, cross-cultural comparisons, and applications to infants facing developmental challenges. Dr. Emberson serves on the editorial board of Infancy (journal of the International Congress of Infancy Studies) and is a consulting editor for the Journal of Cognitive Neuroscience . Her research has been published in top journals including PNAS, Current Biology, Psychological Science, Cognition, Developmental Science, and the Journal of Neuroscience. Dr. Emberson has secured significant research funding from prestigious organizations including the Bill and Melinda Gates Foundation, James S. McDonnell Foundation, Natural Sciences and Engineering Research Council (NSERC), Canadian Institutes of Health Research (CIHR), and the National Institutes of Health (NIH). She collaborates with clinicians at BC Women's and Children's Hospitals to understand how different early life experiences impact learning and brain development. Dr. Emberson is currently accepting graduate students into her research program. The Baby Learning Lab, under Dr. Emberson's direction, is part of UBC's Early Developmental Research Group and collaborates with multiple institutions. The lab strives to provide interactive research experiences for infants and families while advancing scientific understanding of early cognitive development. The lab acknowledges that it operates on the traditional, ancestral, and unceded territory of the xʷməθkʷəy̓əm (Musqueam) people.

Julie Markantمشاهده پروفایل

دانشیار

• Developmental Psychology
• Cognitive Development
• Attention and Learning Mechanisms
• +۳ مورد دیگر

Dr. Julie Markant is an Associate Professor in the Department of Psychology at Tulane University and a Faculty Associate in the Tulane Brain Institute. Her research focuses on the interplay between selective attention and learning in infants and young children, emphasizing developmental and neurobehavioral perspectives. She uses behavioral, eye-tracking, genetic, MRI, and fNIRS methods to explore how attention control influences learning efficacy and vice versa. Education: Ph.D., 2010, University of Minnesota Her research interests include developmental attention mechanisms, perceptual learning, and how biological and contextual factors shape cognitive outcomes. Key themes involve understanding how infants and children selectively attend to information and how this attention drives learning processes. Recent work explores caregiver influence on attention, prenatal factors affecting infant attention, and the role of competing information in school-aged learning. Dr. Markant leads the Learning and Brain Development Lab , which investigates cognitive and neural mechanisms underlying attention and learning. She is actively recruiting graduate students from Tulane’s Psychology and Neuroscience Ph.D. programs. Her publications reflect a focus on attention biases, developmental learning dynamics, and methodological innovations like remote infant studies. Awards and honors are not explicitly listed in the provided text.

• Language Acquisition
• Sociolinguistics
• Social Cognition
• +۳ مورد دیگر

Drew Weatherhead is an Assistant Professor (part-time) in the Department of Psychology and Neuroscience at Dalhousie University, affiliated with the Faculty of Science. His research focuses on early language acquisition, sociolinguistic development, and how infants and children process accented speech and speaker characteristics such as race. Education : COGS-P-BCH, Queen’s University PhD, University of Waterloo Postdoctoral Fellow (PDF), University of British Columbia Research Interests : Dr. Weatherhead investigates mechanisms of language acquisition in infants and young children, using methods like eye-tracking and fNIRS. His lab explores how social factors (e.g., race, accent) influence linguistic perception and learning. Key areas include sociolinguistic variation, race-based expectations in word learning, and bilingualism. Publications : His work emphasizes the intersection of social cognition and language development, with recent studies on accent processing, speaker race, and contextual influences on word generalization. Outputs span journals like Developmental Science , Cognition , and Journal of Experimental Psychology . Advising & Labs : Dr. Weatherhead is currently not accepting new Clinical PhD, Honours, or Directed Research students (2026-2027). He leads the Cognition and Language Learning Research Group, focusing on experimental methods to decode early language mechanisms.

Tricia Skolerمشاهده پروفایل

استاد

• Developmental Psychology
• Neuroscience
• Infancy
• +۶ مورد دیگر

Tricia Skoler is a Professor of Developmental Psychology at the School of Arts and Sciences, Hunter College (CUNY). Her research focuses on developmental trajectories, neuroscience, autism, and infant social cognition. She holds a PhD from Emory University and leads a lab emphasizing interdisciplinary approaches, requiring prospective students to read Doing Developmental Research (Guilford Press). She is currently accepting students for Spring 2025 courses (201 and 395). Her work spans neuroscience, architectural design, biophilia, and health psychology, integrating methodologies like EEG and statistical physics to study gaze processing, joint attention, and social-cognitive development in infants and children with ASD. Key contributions include understanding neural correlates of eye gaze in early infancy and contextual influences on social skills. Publications highlight themes such as gaze-following deficits in autism, the role of social cues in learning, and developmental neuroscience. Her research bridges basic science and applied contexts, including biophilic design and nutrition education. Lab inquiries must follow guidelines in Chapter 1 of her book. No explicit awards are listed, but her extensive publication record reflects recognition in developmental and cognitive neuroscience.

• Developmental Psychology
• Cognitive Development
• Infant and Child Behavior
• +۵ مورد دیگر

Professor Merideth Gattis is a cognitive psychologist at Cardiff University's School of Psychology, specializing in how interactions between individuals and their environments influence cognition and communication. She leads research on parenting cognitions during pregnancy and infancy, developmental cascades, and the role of natural environments in social interaction. Her work bridges developmental psychology with environmental and cross-cultural studies. Education: B.A. (Psychology, Gordon College, 1985); Ph.D. (Cognitive Psychology, UCLA, 1995). Academic roles include Professor (2014–present), Reader (2011–2014), and Senior Lecturer (2007–2011) at Cardiff University. Honors include Fellow of the Learned Society of Wales (2016) and completion of the Professorial Leadership Programme (2022). Research focuses on developmental cognition, parent-infant interactions, and environmental influences. Key projects include the Baby Care Questionnaire (BCQ) to measure parenting beliefs, studies on preterm birth effects, and collaborations with organizations like the Wildfowl and Wetlands Trust (WWT) to evaluate nature-based interventions. Her work emphasizes innovative methods like remote research tools and longitudinal studies. Teaching includes research design and methods at undergraduate and postgraduate levels, with a focus on developmental psychology and mixed methodologies. Supervises PhD students on topics like parenting knowledge, pro-environmental behavior shifts, and sensorimotor patterns in parent-child interaction. Grants and collaborations involve European Research Council (ERC) funding and partnerships with institutions globally. Active in academic service as a reviewer for major journals and committees including the Economic and Social Research Council (ESRC) Peer Review College.

Olga Fotakopoulouمشاهده پروفایل

دانشیار

• Developmental Psychology
• Socio-Cognitive Development
• Emotional Development
• +۳ مورد دیگر

Dr. Olga Fotakopoulou is an Associate Professor in Developmental Psychology at Birmingham City University (BCU), serving as Academic Lead for Equality, Diversity, and Inclusion, and Athena Swan Lead. Her research focuses on human development from infancy to adolescence, with a particular emphasis on socio-cognitive, emotional, and prosocial development. She has over 15 years of experience in developmental psychology research and counseling across clinical and educational settings. Olga teaches modules such as Lifespan Development (online MSc program) and supervises MSc Psychology Dissertations. Her work explores the impact of technology on children, including touchscreen use and digital media's role in education and childhood development. Research interests include technology's influence on early learning, cross-cultural studies in early childhood education, and interdisciplinary approaches to youth mental health. She has contributed to projects analyzing pandemic effects on children’s routines and the digital divide in mathematics education. Olga’s publications span topics like creative arts therapy for adolescent health and rhythmanalysis in cultural contexts. She actively addresses equity in education through her teaching roles and institutional leadership. Advising and grants: While no specific grants are listed, she leads courses and collaborates on projects focusing on inclusive education and technology integration. Her work emphasizes student-centered learning and preparing students for critical thinking and collaboration in diverse settings.

Celeste Kiddمشاهده پروفایل

دانشیار

• Attention
• Curiosity
• Learning
• +۵ مورد دیگر

Celeste Kidd is an Associate Professor at the University of California, Berkeley, leading the Kidd Lab. Her research bridges computational modeling and behavioral experiments to study knowledge acquisition in young children, drawing from foundational theories by Piaget, Montessori, and Vygotsky. Education: Ph.D. in Cognitive Psychology from the University of Rochester Her work focuses on attention, curiosity, and learning dynamics, particularly how children explore and attend to information during development. She employs eye-trackers, touchscreens, and observational play studies to quantify learning processes. Recent publications highlight her exploration of belief formation, social learning, and the intersection of AI with cognitive development. Her findings inform educational technologies and clinical practices. Her lab emphasizes cross-cultural studies and computational models of curiosity, with experiments spanning infancy to adolescence. She investigates how predictability, physical cues, and linguistic structures shape cognitive growth.

Elizabeth Spelkeمشاهده پروفایل

استاد

• Cognitive Development
• Infant Cognition
• Core Knowledge
• +۷ مورد دیگر

Elizabeth Spelke is the Marshall L. Berkman Professor of Psychology at Harvard University and an investigator at the NSF-MIT Center for Brains, Minds and Machines. She leads the Spelke Lab, which conducts behavioral research on infants and preschool children to understand the origins of uniquely human cognitive capacities such as formal mathematics, symbolic representation, and object taxonomy. Education: B.A. in Social Relations from Radcliffe College (1971), Ph.D. in Psychology from Cornell University (1978). Professional Experience: Faculty positions at the University of Pennsylvania, Cornell University, MIT, and Harvard University since 2001. Her research focuses on core knowledge systems in infancy, including understanding of objects, actions, people, places, number, and geometry. She collaborates with computational cognitive scientists to model infant cognition and with economists to apply findings to educational interventions. Her work integrates developmental, comparative, and cross-cultural perspectives. Her recent publications span topics such as early math learning, social evaluation in toddlers, goal inference, and the interplay between language and conceptual development. Trends in her recent work include experimental field studies, interdisciplinary collaborations, and theoretical synthesis of core knowledge frameworks. National Academy of Sciences (USA), 1999 American Academy of Arts and Sciences, 1997 National Academy of Sciences Prize in Psychological and Cognitive Sciences, 2014 C.L. de Carvalho-Heineken Prize for Cognitive Sciences, 2016 George A. Miller Prize, Cognitive Neuroscience Society, 2018 Mentor Awards from APS and APA, 2021 Spelke has mentored numerous researchers and collaborated widely across disciplines. Her lab’s work is supported by major grants from the NSF and other institutions. She has pioneered the use of behavioral methods to study infant cognition and has been instrumental in translating cognitive science into educational practice. She directs the Spelke Lab at Harvard, which investigates core cognitive systems through behavioral experiments with infants and young children. The lab explores how innate knowledge structures interact with experience to produce complex human cognition.

Elizabeth Johnsonمشاهده پروفایل

استاد

• Language Acquisition
• Speech Perception
• Cognitive Development
• +۳ مورد دیگر

Dr. Elizabeth Johnson serves as Professor of Psychology at the University of Toronto Mississauga (UTM), holding the Canada Research Chair in Spoken Language Acquisition. She is cross-appointed to the Graduate Department of Linguistics and directs the University of Toronto's Tri-Campus Graduate Program in Psychology, leading interdisciplinary research on language acquisition through the Child Language and Speech Studies (CLASS) Lab in UTM's Communication, Culture and Technology Building. Her academic foundation includes a B.A. in Brain and Cognitive Sciences from the University of Rochester (with a Take Five program in Developmental Biology & Evolution), followed by M.A. and Ph.D. degrees in Psychological & Brain Sciences from Johns Hopkins University. She completed postdoctoral training at the Max Planck Institute for Psycholinguistics and spent semesters at MIT's Speech Group during her doctoral studies. Dr. Johnson's research examines how perceptual, cognitive, and social mechanisms enable children's rapid language mastery, with emphasis on speech perception, multilingual development, accent processing, and infant speech segmentation. Her work bridges developmental psychology, linguistics, and speech sciences to investigate topics including audio-visual speech perception, word-learning heuristics, prosody acquisition, and voice recognition—all contextualized within UTM's linguistically diverse community. Analysis of her recent publications reveals intensifying focus on real-world applications of language acquisition research, particularly voice assistant technology for children, pandemic impacts on language development, and sociolinguistic factors in educational settings. Her work increasingly explores accent variation effects across development and the cognitive mechanisms underlying talker recognition. Dr. Johnson's scientific recognition includes: Canada Research Chair in Spoken Language Acquisition She actively mentors graduate researchers: PhD Students: Emily Shroads (June and David Scott Fellowship recipient) Recent PhD Graduates: Priscilla Fung (SSHRC Postdoctoral Fellow), Madeleine Yu Undergraduate Support: NSERC USRA (Christopher Khalaf), SSHRC UTEA (Gabriella Di Maio, Alexandra Maracz) Research Funding: SSHRC Insight Grants, NSERC Discovery Grants The CLASS Lab functions as an interdisciplinary hub collaborating with UTM's Developmental Science Cluster, Centre for Biological Communication Systems, and Infant and Child Studies Centre. Its community-engaged research leverages linguistic diversity in the Greater Toronto Area to translate foundational science into practical applications for child development and educational technology.

Sunae Kimمشاهده پروفایل

مدرس ارشد

• Social Cognition
• Developmental Psychology
• Metacognition
• +۴ مورد دیگر

Sunae Kim is a Senior Lecturer in Psychology at the School of Psychology, Social Work and Public Health, Oxford Brookes University. Her research focuses on social cognition, metacognition, and children’s learning processes. She has authored numerous articles exploring topics such as selective informing, curiosity-driven decision-making, and cross-cultural comparisons in cognitive development. Her work also examines theory of mind, memory monitoring, and the development of epistemic sensitivity in infants and preschoolers. Key research interests include how children navigate social learning contexts, the interplay between metacognition and decision-making, and cultural influences on cognitive development. Her recent studies highlight children’s ability to evaluate information sources and adapt their learning strategies based on group membership and contextual relevance. Dr. Kim’s publications span journals like Cognitive Development , Psychonomic Bulletin & Review , and Consciousness and Cognition , reflecting her interdisciplinary approach to developmental psychology. She teaches modules such as Contemporary Issues in Psychology and Cognitive and Social Aspects of Development Research , emphasizing practical research skills and theoretical frameworks.

• Social Cognitive Development
• Racial Socialization
• Epistemic Trust
• +۳ مورد دیگر

Lori Markson is a Professor in the Department of Psychological & Brain Sciences at Washington University in St. Louis. She also serves as Faculty Director of the Office of Undergraduate Research and Faculty Development Fellow at the Office of the Provost. Her research focuses on social cognitive development, particularly how children learn from others and perceive social categories like race and socioeconomic status. Markson holds a PhD from the University of Arizona, an MS from New Mexico State University, and a BA from Arizona State University. Her work emphasizes equitable research practices, aiming to include diverse populations in developmental studies to ensure generalizable outcomes. Her research explores topics such as racial socialization, children’s trust in others, skin color inheritance concepts, and the effects of systemic racism on child cognition. She directs the Cognition & Development Lab, which applies a social justice framework to developmental science. Markson’s publications span journals like Cognitive Development and Infancy , addressing themes such as social exclusion, epistemic trust, and children’s reasoning about fairness. While no awards are explicitly listed, her community-focused research reflects a commitment to impactful science. Her advising and grants focus on mentoring students in lab and community projects. The Cognition & Development Lab collaborates with local communities to ensure research inclusivity and equity.

Glykeria Fragkiadakiمشاهده پروفایل

استادیار

• Early Childhood Science Education
• STEM Education for Young Children
• Conceptual PlayWorlds
• +۷ مورد دیگر

Glykeria Fragkiadaki is an Assistant Professor in the Department of Early Childhood Education and Education Sciences at Aristotle University of Thessaloniki. Her academic work focuses on early childhood science education, particularly the integration of science concepts through play-based approaches and Conceptual PlayWorlds. She teaches courses including Early Childhood Pedagogy and Practice, Science and the Child's Social and Cultural Reality, and Science and Everyday Educational Reality in Preschool Settings. Her research interests center on early childhood science education, STEM learning for young children, conceptual development through play, cultural-historical approaches to education, and teacher professional development. She has developed significant expertise in Conceptual PlayWorlds as a framework for science learning in early years. Her work bridges theoretical frameworks with practical classroom applications, emphasizing how children form scientific concepts through imaginative play and social interaction. Dr. Fragkiadaki's recent publications explore science concept formation from infancy through early childhood, the integration of digital tools in Conceptual PlayWorlds, collective imagination in early learning environments, and gender equity in STEM education for young children. Her work demonstrates how theoretical thinking can transform teacher practice and how play creates meaningful conditions for scientific concept development. She has supervised numerous doctoral, postgraduate, and undergraduate theses, both at Aristotle University of Thessaloniki and internationally at Monash University. Her current research includes the project 'Ensuring the playful character of Natural Sciences: strengthening the scientific literacy of young children through play' (2023-2025), where she serves as coordinator, and participation in the research program 'Education Sciences: Research and Practice in changing learning environments' (2022-2027). Her academic journey began with a Diploma in Pedagogy for Kindergarten Teachers from the University of Patras in 2004, followed by a Master's degree in 2013 and a Doctoral degree in 2017, both from TEAPI at the University of Patras. Her scholarly contributions have established her as a significant voice in cultural-historical approaches to early childhood science education.