Professor David McCormick is a Professor of Biology and Neuroscience at the University of Oregon's College of Arts and Sciences. His research investigates neural networks underlying brain function, focusing on mechanisms of optimal behavioral performance and cortical processing. Research examines how brain states (arousal levels) influence sensory processing, decision-making, and learning. Current projects investigate vagus nerve stimulation effects, cortical ensemble dynamics, and neuromodulatory control of brain states using advanced imaging and electrophysiological techniques. Recent publications explore how arousal modulates neural coding efficiency, how neuromodulatory systems coordinate behavioral states, and how cortical circuits generate complex behaviors. This work combines electrophysiology, imaging, and behavioral analysis in awake, behaving animals. Professor McCormick leads an active research laboratory developing new methods for large-scale neural recording and analysis. The lab maintains collaborations investigating neural basis of well-being and positive psychology interventions.
François Rigalleau is a Professor at the University of Poitiers, affiliated with the Cognition and Learning Research Center (CeRCA). His research focuses on automatic and controlled processes in language and memory, particularly in aging populations and individuals with brain disorders. He investigates contextual factors influencing memory evaluation in older adults, such as stereotype threat effects. His work bridges cognitive psychology, neuropsychology, and gerontology. Research Interests: Automaticity and control in language processing, memory evaluation in aging, stereotype threat impact, and neuropsychological assessments. His studies include both healthy adults and those with neurological conditions. Teaching Activities: Methodology (license 1), Neuropsychology (2nd year degree), Cognitive Psychology (license 2 and 3), Aging and Memory (Master 1), and Language Disorders (Master 2). Scientific Collaborations: Collaborates with researchers at Aix University, Clermont University, Besançon University, and Shanghai Jiaotong University. Supervises two doctoral students and holds roles in the national MSH network and scientific expert commissions. Labs/Teams: Member of the ViPsyM research team (Aging and Psychopathology of Memory) within CeRCA.
Keith Snider is an Adjunct Professor of Linguistics at Trinity Western University and a Certified Senior Linguistics Consultant with SIL International. He holds a D.Litt. in African Linguistics from Leiden University (1990) and has extensive experience in field linguistics across Africa and beyond. His research focuses on tone analysis, phonology, and orthography development for African languages. Snider has taught at TWU and CanIL since 2000, leading courses such as Tone Analysis and Historical Linguistics. He has published over 55 works, including influential books like The Geometry and Features of Tone and Tone Analysis for Field Linguists . Education: D.Litt., African Linguistics, Leiden University, 1990 M.A., Linguistics, University of Texas at Arlington, 1980 B.Th., Canadian Bible College, Regina, 1978 Diploma, Millar Memorial Bible Institute, 1974 Research Interests: Phonology and tone analysis Orthography development for unwritten languages Historical and comparative linguistics African language documentation Key Awards: Phi Sigma Iota (International Foreign Language Honor Society) Advising & Grants: Snider has supervised numerous MA theses at CanIL and TWU. His consulting work includes grant review for SIL and the National Science Foundation. He is a Pike Centre Fellow and contributes to the ComparaLex software for comparative linguistics. Labs & Affiliations: Active in SIL International's global linguistics projects, CanIL's graduate programs, and the Pike Centre for Linguistic Analysis.
Michael Shelton is a Professor of Spanish and Linguistics at Occidental College, serving as Department Chair of Spanish & French Studies and advisor to Cognitive Science and Linguistics programs. He holds a B.S. from St. Cloud State University and M.A./Ph.D. from Pennsylvania State University. His research focuses on experimental phonology and psycholinguistics, examining Spanish sound systems and language processing in monolingual/bilingual speakers. He has served on the Faculty Council, Academic Planning Committee, and chairs the Human Subjects Institutional Review Board (IRB). Research interests include phonotactic patterns, syllable weight, and visual word recognition models. Teaching includes Hispanic linguistics, general linguistics, and Spanish language courses. Affiliations span Latino/a Studies and Group Language programs.
Tobias Scheer is a Directeur de Recherche at the CNRS in France and currently serves as director of the Maison des Sciences de l'Homme et de la Société Sud-Est (MSHS-SE), a network of 9 labs with ~400 researchers. He previously directed the Laboratoire 'Bases, Corpus, Langage' (UMR 7320) from 2004–2011 and was head of the Department of Linguistics at Université de Nice – Sophia Antipolis (2000–2004). His work focuses on phonology, particularly syllable structure, morpho-syntax-phonology interfaces, and the architecture of grammar within a cognitive science framework. He specializes in Slavic, Romance, and Germanic languages with emphasis on diachronic studies. Key research contributions include foundational work on Government Phonology (GP) and the CVCV theory, detailed in his 2004 monograph. Scheer advocates for cognitive science standards in linguistic theories, emphasizing compatibility with broader scientific principles. His honors include the Prime d'Excellence Scientifique (PES) from CNRS (since 2010) and the PEDR award (2002–2004). Scheer’s academic leadership includes roles at CNRS and MSHS-SE, where he coordinates interdisciplinary research initiatives. His publications span monographs, peer-reviewed articles, and reviews, addressing theoretical phonology, Slavic linguistics, and the evolution of generative approaches.
Miguel Cuevas Alonso is a Spanish philologist, linguist, and university professor at the University of Vigo, where he holds a full-time position in the Department of Spanish Language within the Faculty of Philology and Translation. He completed his doctoral studies at the University of Vigo with a thesis on missionary-colonial grammars in the Philippines (17th-18th centuries), supervised by Dr. Joaquín Sueiro Justel. His academic background includes a Licenciatura in Hispanic Philology from the University of Oviedo and a DEA in General Linguistics. His research focuses on experimental phonetics, prosodic dialectology, and historical linguistics, particularly examining intonation patterns in regional Spanish dialects like Asturian and Cantabrian. He has led interdisciplinary projects such as AMPER-Cantabria and contributed to the AMPEC research group. His work explores the interaction between intonation, pragmatics, and sociolinguistic factors. Key professional contributions include: Coordinated international research projects funded by institutions like the Marcelino Botín Foundation and Spain's I+D+i programs. Published extensively in journals like Journal of the International Phonetic Association , Language in Society , and Revue Roumaine de Linguistique . Presented at conferences worldwide, including the University of Massachusetts (Amherst) and the National Autonomous University of Mexico. Developed educational initiatives integrating technology in language learning, including ontology modeling for semantic web applications. He serves as a member of the editorial board for Todas as Letras and has supervised research collaborations with institutions like the Borough of Manhattan Community College (NYC) and the CTIC technology center in Asturias.
Francisco Antonio Montaño is an Assistant Professor at Lehman College (CUNY) in the Department of Languages and Literatures and the Interdisciplinary Program in Linguistics. He joined in 2009 and holds dual Ph.D.s in French Linguistics and Linguistics from Indiana University. His research focuses on French phonology, Romance linguistics, and language pedagogy. He has served as Director of the Linguistics Program since 2023 and holds roles in CUNY's language councils. He was awarded the 2012 Excellence in Teaching Award. His recent publications explore historical phonological phenomena in French and Romance languages. Education: A.B. (French) from Princeton University, M.A. and dual Ph.D. in French Linguistics and Linguistics from Indiana University. Research emphasizes syllable structure, consonant clusters, and language contact. Publications include analyses of Old French compensatory lengthening and early French phonological patterns. Active in academic leadership, he advises Spanish BA students and oversees French, Italian, and Spanish language programs.
Dr. Christine A. Knoop is a Senior Research Fellow at the Max Planck Institute for Empirical Aesthetics in Frankfurt am Main, Germany. With a focus on empirical approaches to literary and linguistic phenomena, her work bridges cognitive science, neuroscience, and aesthetics. PhD in Literary Studies (University College London, 2009) Magister Artium in German and French Literature/Theatre Studies (LMU Munich, 2004) Mobility grant from the Bavarian-French University Center (2001–2002) Her research explores the cognitive and affective implications of elegance , prose rhythm , and the neural substrates of parallelistic diction (e.g., alliteration, meter, anaphora). She investigates how linguistic features like rhyme, metaphor, and musicality in language influence aesthetic experiences. Recent publications analyze prosodic phrasing in spoken prose, melodic properties in poems/songs, and neural responses to grammaticality in literary contexts. Her empirical methods span EEG experiments, behavioral studies, and computational modeling. Heisenberg Fellow (2020–present) Postdoctoral grant from the 'Languages of Emotion' cluster (2012–2013) Graduate School Scholarship (UCL, 2004–2007) Knoop co-edited Cumaná 1799 (2013) and authored monographs on Kafka (2018) and Kundera (2011). She contributes to understanding metaphor processing , rhyme perception , and the phenomenology of aesthetic experience .
Frida Morelli is the Chair of Italian Studies and an Associate Teaching Professor of Italian at Connecticut College since 2007. She holds a B.A. in Translation and Interpreting from Scuola Superiore Interpreti e Traduttori (Italy), an M.A. in Linguistics from George Mason University, and a Ph.D. in Linguistics from the University of Maryland College Park. B.A., Scuola Superiore Interpreti e Traduttori, Italy M.A., George Mason University Ph.D., University of Maryland College Park Her research focuses on phonological theory, particularly obstruent clusters in syllable structure, and pedagogical approaches to second language acquisition. She teaches Italian language courses, linguistics, and coordinates the elementary Italian program. She is the author of Obstruent Clusters in Optimality Theory , exploring universal principles governing consonant clusters in global languages. As Director of Linguistics, she oversees interdisciplinary linguistic studies. No scientific awards or grants are explicitly mentioned in the text.
Juan J. Garrido Pozú is an Assistant Professor of Spanish in the Department of Modern Languages and Literatures at Furman University (Greenville, SC). He holds a Ph.D. in Bilingualism and Second Language Acquisition from Rutgers University, an M.A. in Spanish from Auburn University, and a B.Ed. in English Language Teaching (TESOL) from Universidad Nacional Federico Villarreal. His research focuses on second language acquisition, bilingualism, phonology, and speech perception, with recent work examining cross-linguistic interactions in L2 learners' processing of speech segmentation and word recognition. His teaching experience spans institutions in Peru, the U.S., and China, including roles such as Assistant Professor at Furman, Spanish Program Assistant Coordinator at Rutgers, and teaching positions in language schools. His research explores how learners' linguistic environments and cognitive processes influence their acquisition of phonological and lexical skills in second languages. Key research themes include the role of syllable structure, consonant sonority, and intonation in L2 speech processing, as well as the impact of empathy and proficiency on perceptual development. His work bridges experimental linguistics, psycholinguistics, and bilingualism studies, contributing to theories of language acquisition and cognitive science.
Michael Becker is an Associate Professor and Undergraduate Advisor in the Department of Linguistics at the University of Massachusetts Amherst, specializing in phonological theory and experimental approaches to language. His research focuses on how speakers generalize patterns from existing words to novel forms, computational modeling of lexical systems, and documentation of endangered languages. He holds a Ph.D. in Linguistics from the University of Massachusetts Amherst. His primary research examines phonological organization of the lexicon through behavioral experiments and computational modeling, particularly investigating how speakers extend patterns to new words. Recent research explores prosodic patterns in diverse languages including Brazilian Portuguese, Cairene Arabic, Slovenian, and Kuikuro. His methodologies integrate experimental phonology with constraint-based grammatical frameworks to model language-specific and universal phonological patterns. Becker maintains collaborations with international researchers and indigenous communities for language documentation. His computational work includes developing the Sublexical Learner for modeling morphological productivity and Experigen for online linguistic experiments.
Prof. Tobias Richter is a Professor and Chairholder of Psychology IV at the University of Würzburg, leading the Gifted Psychology Counseling Center since 2019. His roles include directing research on educational and developmental psychology, focusing on giftedness, learning strategies, and interventions. He specializes in cognitive processes underlying reading, spelling, and critical thinking, with a strong emphasis on evidence-based educational practices. His research explores topics like belief biases in text comprehension, the efficacy of interleaved practice for skill acquisition, and the impact of narrative fiction on social-cognitive abilities. He has developed interventions such as the syllable-based reading program 'Lesen mit Willy Wortbär' and contributed to projects like MobiLe, a digital literacy initiative. Key areas of expertise include educational assessment, scientific literacy, and fostering lifelong learning. His work integrates cognitive psychology with practical applications in schools and higher education, addressing challenges in literacy, critical thinking, and gifted education.
Tamar Keren-Portnoy is a Professor in the Department of Language and Linguistic Science at the University of York, where she has held academic positions since 2006, progressing from Research Fellow to Professor in 2021. She is actively involved in research, teaching, and external collaborations, focusing on early language acquisition and developmental psycholinguistics. Her work bridges linguistics, psychology, and clinical applications, particularly in supporting infants at risk of language delay. Her research interests center on how low-level skills such as babbling and phonological perception contribute to higher-level language development. She investigates the role of infant vocalizations, parental speech input, sleep, and motor development in vocabulary growth. A significant focus is on interventions for children with Down syndrome, including the development and evaluation of the BabblePlay app. She also explores the psycholinguistics of Semitic languages like Hebrew and Arabic, examining root-and-pattern morphology in early language learners. The most recent publications reflect a strong trend in interdisciplinary research combining developmental science, technology, and clinical intervention. Topics include app-based babbling reinforcement, sleep’s role in word learning, cross-linguistic child-directed speech, and sound symbolism in maternal speech. Her work increasingly integrates experimental methods, systematic reviews, and randomized controlled trials to advance both theoretical understanding and practical applications. She is a member of the ESRC Peer Review College and leads multiple funded projects with collaborators across psychology, engineering, and health sciences. Her grants include support from the British Academy and the Economic and Social Research Council (ESRC), focusing on early intervention, vocalization reinforcement, and language outcomes in at-risk populations. Her laboratory, associated with the BabblePlay project and the York Baby Lab, engages in naturalistic observation and experimental studies with infants and toddlers. She collaborates internationally, including work with Ugandan populations and cross-linguistic studies of Danish, Arabic, and Hebrew. Her team includes researchers in linguistics, psychology, and health sciences, reflecting the interdisciplinary nature of her work.
Vanda Marijanovic is an Associate Professor in the Department of Language Sciences at the University of Toulouse - Jean Jaurès, where she conducts research and teaching in linguistics and second language acquisition, particularly in the context of French as a Foreign Language (FLE). She is affiliated with the NeuroPsychoLinguistics Laboratory (LNPL, EA 4156) and serves as co-responsible for the master's program ADFLE. Her academic work spans both theoretical and applied aspects of language learning, with a focus on early learners and psycholinguistic mechanisms. Her research interests include L2 literacy development, pronunciation, memory in language acquisition, and contrastive analysis. She explores how learners, especially children and adolescents, process and acquire a second language, drawing on methodologies from psycholinguistics and cognitive didactics. Her work investigates the interplay between oral and written language, phonological representations, and the influence of orthographic input on spoken output. The recent publications highlight a consistent focus on early language learners, particularly Croatian children acquiring French. Themes such as phonological processing, reading aloud, word identification, and the role of memory recur across her work. She frequently collaborates with researchers like M. Billières, C. Solier, and A. Krönert, contributing to international conferences such as EUROSLA, AFLS, and DIDCOG. Her publications appear in peer-reviewed journals, book chapters, and conference proceedings, reflecting active engagement in the academic community. She has contributed to educational outreach, including a MOOC on pronunciation teaching in FLE and public lectures such as 'Le cerveau à deux langues' during the Brain Awareness Week. While no specific awards are listed, her sustained research output and leadership in academic programs underscore her contributions to the field. In terms of teaching, she offers courses in FLE methodology, technology in language classrooms (TICE), cultural anthropology, general linguistics, and critical approaches to language teaching. She also teaches sociolinguistics and linguistic diversity within the broader linguistics curriculum. Her academic journey includes a PhD in Language Sciences from the University of Toulouse-Le Mirail, supported by a strong educational foundation from Sorbonne Nouvelle – Paris 3 and INALCO, where she studied Italian, Arabic, and foreign language pedagogy.
Hongming Zhang is a Professor of Chinese Linguistics and Head of the Chinese Language and Linguistics Program at the University of Wisconsin–Madison, where he has been a faculty member since 1994. He also directs the UW-Tianjin Summer Chinese Program and holds editorial leadership roles in major journals and book series in Chinese linguistics. Ph.D., University of California at San Diego, Linguistics (1992) M.A., University of California at San Diego, Linguistics (1990) M.A., Fudan University, Chinese Linguistics (1984) B.A., Fudan University, Chinese Language (1981) His research focuses on the syntax-phonology interface, prosodic phonology, poetic prosody, and the history of the Chinese language. He has made significant contributions to the understanding of tone sandhi, tonal representation in dialects, and the linguistic structure of classical Chinese poetry. His work bridges theoretical linguistics and literary analysis, particularly in the context of historical and dialectal variation. The most recent articles highlight a strong trend in prosodic studies across Chinese dialects, historical phonology, and the linguistic analysis of classical poetry. His publications consistently emphasize empirical data from understudied dialects and integrate formal linguistic theory with philological insights. Vilas Associate Award (UW-Madison, 2003–05) Chiang Ching Kuo Research Grants (1997–99, 2005–06) Chern Shiing-shen Chair Professor (Nankai University, 2006) Chang Jiang Scholar Chair Professor (China MOE, 2009) Teacher of the Year 2015 (Wisconsin Association of Chinese Language Teachers) Distinguished Guest Professor (multiple Chinese universities) Professor Zhang has advised numerous students and led curriculum development in Chinese language and linguistics. He has secured research grants from prestigious foundations and has held leadership roles in international scholarly organizations. He is currently executive editor of the International Journal of Chinese Linguistics and series editor for Routledge Studies in Chinese Linguistics . He leads a research group focused on prosodic theory and Chinese linguistic analysis, contributing to interdisciplinary projects connecting linguistics, literature, and language education.
