جستجوی استاد راهنمای دانشگاهی

Rebecca Lawsonمشاهده پروفایل

استاد

• Computational Neuroscience
• Neuroscience
• Psychiatry
• +۶ مورد دیگر

Professor Rebecca Lawson is a Professor of Neuroscience and Computational Psychiatry at the University of Cambridge, affiliated with the Department of Psychology and Bye-Fellow at Peterhouse College. Her research focuses on understanding how humans learn to make predictions under uncertainty, with applications to mental health conditions such as anxiety and depression. She leads the Prediction and Learning (PaL) Lab, which combines computational modeling, neuroimaging (e.g., 7T MRI), and behavioral experiments to study cognitive processes in typical and atypical populations. Key research interests include computational psychiatry, autism spectrum disorders, neuroimaging techniques, and the neurochemical basis of learning mechanisms. She has received significant funding, including a £4.3m Wellcome Mental Health Award and the Sir Henry Dale Fellowship. Notable contributions include advancing theories of neural gain and sensory expectations in autism, as well as studies on uncertainty processing in anxiety and depression. Professor Lawson holds academic awards such as the BNPA Lishmann Prize and the BAP Psychopharmacology Award. She actively contributes to public engagement, including initiatives like Knit-a-Neuron and involvement with PrideinSTEM. Her lab collaborates internationally, with projects like the CamRAA study investigating autism-anxiety overlaps and the Chemical and Brain Basis of Uncertainty (CBBU) study exploring pharmacological interventions. Education: PhD in Cognitive Neuroscience (University of Cambridge), BA (Hons) Psychology & Philosophy (University of Glasgow). Grants: £4.3m Wellcome Award, Parke-Davis Fellowship, Lister Institute Prize. Labs/Teams: Principal Investigator of the PaL Lab; collaborations with MRC Cognition and Brain Sciences Unit, Yale University, and Brown University.

Naseem Choudhuryمشاهده پروفایل

استاد

• Neuroscience
• Developmental Psychology
• Infant Information Processing
• +۳ مورد دیگر

Dr. Naseem Choudhury is a Professor of Psychology and Neuroscience at Ramapo College of New Jersey, affiliated with the School of Social Science and Human Services (SSHS). She holds a Ph.D. in Experimental Psychology from the University of Vermont. Her research focuses on the neural basis of infant information processing, particularly how perceptual abilities influence typical and atypical development, with an emphasis on familial and sociocultural factors. Her work spans auditory processing in infants at risk for developmental language disorders, electrophysiological studies in children with autism, and cross-cultural analyses of artistic perception. She directs the Palestroni Integrated Neuroscience Lab, exploring neural mechanisms underlying cognitive development. Dr. Choudhury has published extensively in journals like Journal of Neuroscience and Developmental Cognitive Neuroscience , with over 50 peer-reviewed articles since 2002. Her studies often involve ERP and EEG methodologies to track developmental milestones and intervention efficacy in high-risk populations. Her research demonstrates that early auditory experiences shape prelinguistic acoustic mapping and that neuroplasticity interventions improve outcomes for language-impaired children. She collaborates internationally on projects linking sensory perception to linguistic outcomes, particularly in Italian and bilingual populations. Dr. Choudhury’s contributions bridge basic neuroscience and clinical applications, emphasizing early screening and preventive strategies for developmental disorders.

Michelle CD Bridiمشاهده پروفایل

استادیار

• Neuroscience
• Synaptic Plasticity
• Sleep Research
• +۷ مورد دیگر

Michelle CD Bridi is an Assistant Professor in the Department of Neuroscience at West Virginia University School of Medicine , with a joint affiliation at the Rockefeller Neuroscience Institute . Her research integrates synaptic plasticity , sleep physiology , and neurological conditions to investigate dynamic synaptic regulation under typical and atypical states. Education: BS , McGill University, 2006 PhD , University of Pennsylvania, 2013 Research Focus: The Bridi Lab explores how daily oscillations in excitation/inhibition (E/I) balance are disrupted in Autism Spectrum Disorder (ASD) , aging , and post-stroke states . Current projects address: 1) synaptic adaptation to sleep/wake cycles, 2) E/I imbalance in neurodevelopmental disorders, and 3) molecular mechanisms maintaining neuronal firing rate homeostasis. Publication Trends: Recent work spans REM sleep plasticity , autism models , and neurodegenerative interventions , emphasizing synaptic oscillations , NMDA receptor pathways , and gene therapy applications. Collaborative efforts with Morgan Bridi's lab extend findings to stress and stroke contexts. Grants & Collaborations: Research is funded by NIH/NIGMS , BBRF , and NSF . The lab actively collaborates with cross-institutional teams and is recruiting postdocs and students for ongoing studies.

Emma Axelssonمشاهده پروفایل

مدرس

• Cognitive Development
• Social Development
• Sleep-Related Learning
• +۴ مورد دیگر

Dr. Emma Axelsson is a Lecturer at the School of Psychological Sciences, University of Newcastle, Australia. Her research focuses on cognitive and social development in typically and atypically developing children, with specific interests in early word learning, sleep-related memory consolidation, screen time effects on development, and infants' social category representations using eye-tracking technology. Doctor of Philosophy, University of East London Bachelor of Arts (Honours in Psychology), University of Queensland Dr. Axelsson's research spans multiple disciplines including cognitive neuroscience, memory and attention, and child development. She explores how sleep patterns interact with learning outcomes, investigates screen time's impact on preschoolers' cognition, and examines visual processing of bodies and faces in developmental contexts. Her recent publications highlight trends in screen time research, with 2025 studies analyzing executive function and sleep interactions, and 2024 work examining cross-species social evaluation mechanisms. Earlier articles (2022-2013) cover temperament effects on word learning, body perception mechanisms, and longitudinal developmental studies. Dr. Axelsson supervises multiple PhD and Masters projects related to screen time, sleep, and neurodevelopmental outcomes. Her research team collaborates internationally through networks like ManyBabies and Healthy Minds (Hunter Medical Research Institute).

Usha Goswamiمشاهده پروفایل

استاد

• Cognitive Developmental Neuroscience
• Developmental Psychology
• Educational Neuroscience
• +۷ مورد دیگر

Professor Usha Goswami is a leading academic in Cognitive Developmental Neuroscience at the University of Cambridge, serving as Professor of Cognitive Developmental Neuroscience and Director of the Centre for Neuroscience in Education. She is also a Fellow at St John's College, Cambridge. Her work focuses on understanding the neural and cognitive foundations of language acquisition, reading development, and developmental disorders such as dyslexia. Key areas of interest include the role of rhythm perception, speech processing, and EEG-based studies of neural entrainment in typical and atypical development. Her research integrates insights from neuroscience, cognitive psychology, and education, emphasizing translational approaches to improve literacy interventions. She has conducted longitudinal studies on infants and school-aged children, examining predictors of language outcomes and the impact of rhythmic training on executive function. Her work bridges developmental linguistics, auditory neuroscience, and educational policy, with a focus on universal speech structures in child-directed communication. Professor Goswami’s contributions include pioneering studies on the neural basis of phonological awareness and the application of machine learning to decode speech information from EEG data in infants. She has also explored cross-linguistic patterns in poetry and infant-directed speech, highlighting universal acoustic features underlying language acquisition. Her research has significant implications for understanding and remediating developmental disorders, particularly dyslexia and developmental language disorder. Her lab, the Centre for Neuroscience in Education, focuses on translating neuroscientific findings into practical educational strategies. Current projects include investigating rhythm-based interventions for children with language difficulties and analyzing the acoustic properties of speech in diverse linguistic contexts.

Maria Chiara Passolunghiمشاهده پروفایل

استاد

• Developmental Psychology
• Educational Psychology
• Mathematical Cognition
• +۵ مورد دیگر

Maria Chiara Passolunghi is a Full Professor in Developmental and Educational Psychology (MPSI/04) at the University of Trieste's Department of Life Sciences. She serves as a member of the Department's Board, Boards of Studies, and multiple Doctoral Studies Boards for the Neural and Cognitive Sciences program across various cycles (XXVIII-XXXIX). She leads the Evolutivamente LAB research group focused on typical and atypical development during the lifespan within the Psychology research area. Her primary research interests center on developmental mathematics and mathematics learning disabilities in children, with particular focus on working memory and mathematical cognition. Her work spans five main research lines: precursors of mathematical learning and their training, math-gender stereotypes, the Approximate Number System and its relationship with mathematics, math anxiety, and Executive Functions in both typical and atypical development. She investigates cognitive and emotional aspects involved in mathematical learning, with emphasis on early identification of risk factors and development of intervention programs. Analysis of her recent publications reveals consistent focus on mathematical cognition, with particular attention to the intersection of cognitive and emotional factors in mathematical learning. Her work demonstrates strong emphasis on practical applications, including development of training programs for math anxiety, executive function interventions, and assessment tools for early identification of mathematical learning disabilities. The research spans diverse populations including typically developing children, those with mathematical learning disabilities, and children in highly deprived contexts such as Yazidi genocide survivors. Professor Passolunghi has secured significant research funding from multiple sources including A.B.C. Associazione per i Bambini Chirurgicos del Burlo Onlus, Auxilia Onlus, AIPD Associazione Italiana Persone Down, and Fondazione Beneficientia Stiftung. She also collaborates with institutional partners including Trieste Town Hall, Region FVG, and I.R.C.C.S. Burlo Garofolo of Trieste on various projects related to cognitive development, math learning, and interventions for at-risk populations. She leads the Evolutivamente LAB research group which includes Researcher Sandra Pellizzoni and PhD students Chiara De Vita, Martina Fontana, and Marjia Zivkovic. The lab focuses on exploring domain-specific and domain-general abilities involved in learning, with particular emphasis on precursors of mathematical ability and disability, working memory and number sense training, and emotional-motivational factors influencing learning disabilities. Current projects include studies on math anxiety in early primary school and development of specific training programs.

Richard Allenمشاهده پروفایل

استاد

• Working Memory
• Long-term Memory
• Forgetting
• +۳ مورد دیگر

Professor Richard Allen holds the position of Professor of Cognitive Psychology at the University of Leeds, School of Psychology. He joined the university in 2008 as a Lecturer, became Associate Professor in 2015, and was promoted to full Professor in 2025. His academic journey includes a BSc and PhD in Psychology from the University of York, followed by postdoctoral research at the University of Bristol and University of York with renowned psychologists Alan Baddeley and Graham Hitch. He is an Associate Editor of Psychonomic Bulletin & Review (2019–2024) and previously served at Memory (2013–2019). He organized the 4th International Conference on Working Memory (2024) and is involved in international memory conferences. His research focuses on memory function across populations, including mechanisms of binding in working memory, attentional control, and aging. Key projects include ESRC-funded work on cognitive ageing and ARC-funded studies on cognitive offloading in children. He leads the Working Memory and Cognition (WoMCog) and Psychology of Ageing at Leeds (PAL) research groups, and his work is supported by grants from ESRC, ARC, and others. He has supervised over 20 PhD students and teaches at all levels in the School of Psychology. Research interests emphasize memory binding, attention-memory interactions, and applications to education/clinical settings. His work explores how information is encoded, maintained, and retrieved across modalities, with a focus on lifespan development and neurodegenerative conditions. Recent studies include detecting long-term forgetting in epilepsy and improving memory strategies for older adults. He has pioneered concepts like 'visuospatial bootstrapping' and 'strategic prioritization' in memory research.

• Child Development
• Sensory-Motor Development
• Emotion Comprehension
• +۷ مورد دیگر

Edouard Gentaz is a Professor in the Psychology Section of the Faculty of Psychology and Educational Sciences at the University of Geneva (UNIGE). He leads the Sensory-Motor, Affective and Social Development Laboratory (SMAS), where he conducts research on child development with particular focus on sensory-motor, emotional, and social aspects across typical and atypical developmental trajectories. His research interests span multiple domains of developmental psychology, with emphasis on emotion comprehension in children , tactile exploration skills , social-emotional development , and intervention strategies for children with developmental challenges including autism spectrum disorders, preterm infants, and children with intellectual disabilities. His methodological approach frequently employs eye-tracking technology to assess socio-emotional capabilities in populations with communication limitations. Gentaz's publication record shows consistent productivity with 78 publications spanning two decades, with recent work focusing on screen time effects on young children, emotion training interventions, and sensory processing in neurodevelopmental conditions. His collaborative approach is evident in publications addressing practical applications in educational settings and healthcare contexts. His scientific contributions include research on: Early social-emotional abilities in infants and toddlers Development of emotion discrimination across childhood Interventions for preterm children's emotional and executive competences Multisensory perception in neurodevelopmental disorders Impact of digital media on young children's development Gentaz has supervised 120 academic works, indicating significant mentorship activity. His research demonstrates strong translational potential with applications in educational settings, clinical interventions, and parenting guidance, particularly regarding screen exposure for very young children.

Anne-Lise Giraudمشاهده پروفایل

استاد

• Neural Bases of Language
• Speech Processing
• Vocal Communication
• +۶ مورد دیگر

Anne-Lise Giraud is a Professor and Group Leader at the Faculty of Medicine, University of Geneva, where she directs a research laboratory focused on the neural mechanisms underlying language and vocal communication. Her work bridges experimental neurophysiology, computational neuroscience, and clinical applications for language disorders. Her research interests encompass: Neural bases of speech and language processing Audio-visual integration in communication Brain-Computer Interfaces for speech communication Neural mechanisms of language disorders (dyslexia, autism, aphasia) Computational modeling of speech processing Comparative studies of vocal communication across species Dr. Giraud's recent publications demonstrate a sophisticated integration of multiple neuroimaging techniques (EEG, fMRI, MEG) with computational approaches to understand both typical and atypical speech processing. A notable trend in her work is the emphasis on neural oscillations as fundamental mechanisms for speech perception, with applications ranging from understanding autism spectrum disorders to developing brain-computer interfaces for communication-impaired individuals. Her research increasingly explores cross-species communication mechanisms, as evidenced by her recent work on dog-human vocal interactions. Her laboratory at Campus Biotech includes multiple graduate students, postdocs, and research assistants working collaboratively on various aspects of language neuroscience.

• Developmental Psychology
• Autism Spectrum Disorder
• Developmental Psychopathology
• +۹ مورد دیگر

Professor David Williams is a leading academic in Developmental Psychology at the University of Kent , serving as Acting Director of the Division of Human Social Sciences. His research bridges developmental psychopathology, autism spectrum disorder (ASD), and cognitive neuroscience. Research Interests include understanding the neuro-cognitive bases of ASD and specific language impairments, with a focus on Episodic and Prospective Memory Metacognition and Mindreading Inner Speech Mechanisms Comorbidity in Developmental Disorders Scientific Recognition includes the 2010 Young Investigator Award from the International Society for Autism Research. He has supervised numerous students, including Mahsa Barzy Katie Carpenter Louise Malkin on topics like humor production in ASD and referential communication. Key Grants highlight his leadership in major projects, such as an ESRC grant (£661,196, 2022-2025) on autism and gender incongruence, and a Leverhulme Trust grant (£225,482, 2015-2019) on self-in-fictional-worlds in ASD.

• Cognitive Neuroscience
• Neuroimaging
• Autism Spectrum Disorders
• +۴ مورد دیگر

Susan Y. Bookheimer, PhD, is Professor-in-residence in the Department of Psychiatry and Biobehavioral Sciences at the David Geffen School of Medicine, University of California, Los Angeles. From 2008 to 2024 she held the endowed Joaquin M. Fuster Chair in Cognitive Neuroscience and currently directs or co-directs several large-scale NIH consortia including the UCLA site of the Adolescent Brain Cognitive Development (ABCD) Study, the Lifespan Human Connectome Project in Aging, and newly funded initiatives on resilience to Alzheimer’s disease in centenarians. Education & Training Details of formal degrees are not provided in the source text; however, her continuous NIH funding since 1995 and leadership roles imply advanced research training in clinical neuroscience and neuroimaging. Research Focus Dr. Bookheimer’s work integrates multimodal neuroimaging (fMRI, sMRI, DTI, PET, EEG) with genetics, cognitive testing, and clinical phenotyping to understand: Typical and atypical brain development across the lifespan Neurobiological underpinnings of autism spectrum disorder and sensory phenotypes Early detection and prediction of Alzheimer’s disease and age-related cognitive decline Neuroplasticity and cognitive outcomes following epilepsy surgery Effects of environmental adversity, stress, and social support on brain networks Scientific Awards & Honors Joaquin M. Fuster Chair in Cognitive Neuroscience, UCLA (2008–2024) Principal or Co-Principal Investigator on >15 active NIH grants totaling >$100 M Over 230 peer-reviewed publications with >25,000 citations (Google Scholar metrics) Grants & Consortia Leadership Dr. Bookheimer currently leads or co-leads the following major NIH projects: U19AG073585 – Vulnerability and Resiliency in the Aging Adult Brain Connectome (AABC) U19AG073172 – Resilience/Resistance to Alzheimer’s Disease in Centenarians and Offspring (RADCO) R01AG073480 – Modulation of Hippocampal Circuitry with Focused Ultrasound in Amnestic MCI P50HD103557 – UCLA Intellectual and Developmental Disabilities Research Center U01DA050987 – ABCD-USA Consortium Research Project Site at UCLA U01AG052564 – Mapping the Human Connectome During Typical Aging U01MH109589 – Mapping the Human Connectome During Typical Development In addition, she has served as PI on prior awards including P50HD055784 (Autism Center), R01AG013308 (Alzheimer’s Risk), and P30HD004612 (IDDRC). Laboratories & Teams Dr. Bookheimer directs the UCLA Brain Mapping Center (part of the Ahmanson-Lovelace Brain Mapping Center) and co-directs imaging cores for both the UCLA IDDRC and the ABCD Study. Her multidisciplinary teams include post-doctoral fellows, graduate students, research staff, and collaborators across neurology, radiology, psychology, and genetics departments.

Hana D’Souzaمشاهده پروفایل

پژوهشگر ارشد

• Developmental Psychology
• Cognitive Neuroscience
• Neurodevelopmental Disorders
• +۷ مورد دیگر

Hana D’Souza is an Associate Research Fellow at the Centre for Brain & Cognitive Development (CBCD) , Birkbeck, University of London, and a key member of the London Down Syndrome (LonDownS) Consortium . Her work bridges psychology, neuroscience, and genetics to investigate developmental mechanisms in neurodevelopmental disorders. Education: PhD in Psychology, Goldsmiths, University of London (2012-2016) Visiting Doctoral Student, University of Michigan (2015) PGCert in Management of Learning & Teaching, Goldsmiths (2013-2015) MSc in Psychological Research, University of Oxford (2011-2012) Master’s and Bachelor’s in Psychology, Masaryk University (2005-2011) Research Focus: Dr. D’Souza studies how attention and motor abilities interact in typical and atypical development, particularly in infants with Down syndrome, fragile X syndrome, and Williams syndrome. Her research emphasizes syndrome-specific markers, individual differences, and links between Down syndrome and Alzheimer’s disease. Publication Trends: Her recent work explores cross-syndrome comparisons, motor system specialization, audio-visual speech perception, bilingual language control, and parent-child interactions. Keywords include Developmental Psychology , Cognitive Neuroscience , and Neurodevelopmental Disorders , with sub-fields spanning Language Acquisition , Face Processing , and Neurophysiological Correlates . Scientific Awards: Trisomy 21 Research Society Travel Award Guarantors of Brain Travel Grant Experimental Psychology Society Study Visit Grant Cornell University Sackler Summer Institute Fellowship Masaryk University Exceptional Scholarship Grants: She has secured funding from the British Academy, The Waterloo Foundation, and other institutions for research on embodied language development, early behavioral markers, and Williams syndrome. Her roles in grants often involve interdisciplinary collaborations.

Tobias Dörflerمشاهده پروفایل

استاد

• Educational-Psychological Diagnostics
• Self-Regulated Learning
• Teacher Education
• +۴ مورد دیگر

Prof. Dr. Tobias Dörfler is W3 Professor for Educational-Psychological Diagnostics at Heidelberg University of Education, serving as Scientific Director of the university's Test Library. He holds key administrative roles including Vice Dean of the Faculty of Education and Social Sciences, member of the Board of Directors of Heidelberg School of Education, and head of the DiaKom research group. Education: Dipl.-Psych. in Psychology and Human Medicine (minor) - University of Leipzig (1996-1997) Diploma in Biochemistry - University of Leipzig (1996-1997) Dr. phil. - RWTH Aachen University (2004) Research Focus: Professor Dörfler's research centers on educational-psychological diagnostics, with particular emphasis on self-regulated learning, assessment methods, and teacher education. His work integrates cognitive psychology principles with educational practice, focusing on developing diagnostic tools for educational settings and understanding learning processes in both typical and atypical development. Current Projects: He leads the DiaKom research group investigating diagnostic competencies in educational contexts. His research spans multiple domains including mathematical learning difficulties, reading and writing development, and the assessment of teacher professional knowledge through innovative methods like vignette-based assessments and eye-tracking studies. Scientific Contributions: Professor Dörfler has authored numerous publications in high-impact journals including Learning & Instruction , Journal of Educational Psychology , Frontiers in Psychology , and Journal for Mathematics Didactics . His recent work explores the intersection of stress, cognition, and educational assessment, as well as the development of diagnostic tools for language and learning disorders. Advising and Supervision: He currently supervises four doctoral students: Christina Ingelfinger, Nursin Karadeniz, Gina-Maria Trunte, and Irene Zemp. His mentorship extends to numerous former doctoral students and postdocs who have gone on to academic positions at institutions including University of Education Ludwigsburg, University of Tübingen, and University of Education Freiburg. Leadership Roles: Beyond his professorship, Professor Dörfler serves as Scientific Director of the Testothek (university test library), coordinates multiple educational modules, and sits on various university committees including doctoral committees and examination boards. He is actively involved in state-level educational initiatives in Baden-Württemberg.

• Neurodevelopmental Disorders
• Neuropsychiatric Disorders
• Autism Spectrum Disorders
• +۱۰ مورد دیگر

David Evans is a Professor of Psychology at Bucknell University with extensive research in neurodevelopmental and neuropsychiatric disorders. His work emphasizes the continuity between typical and atypical development, with particular focus on conditions with known genetic origins including 16p11.2 deletions/duplications, Prader-Willi syndrome, and Down syndrome. Dr. Evans received his Ph.D. from Boston University in 1993 following an M.A. from Tufts University. He completed a postdoctoral fellowship at Yale University (1993-1995) and is currently a Life Member at Clare Hall, University of Cambridge (2018-present). His research examines neurodevelopmental disorders using behavioral measures, neuropsychological tools, and neuroimaging. He has developed dimensional assessment tools for repetitive behaviors and psychosis-spectrum traits. His work spans autism spectrum disorders, Down syndrome, and other genetic conditions, with a focus on understanding the relationship between genetic variations and behavioral phenotypes. Analysis of his recent publications reveals a strong focus on dimensional approaches to neurodevelopmental conditions, with emphasis on repetitive behaviors, psychosis-spectrum traits, and the development of assessment tools. His work increasingly incorporates genetic approaches and examines both children and parents to understand familial patterns. Principal Investigator: Obsessive-compulsive and psychotic-like behaviors across PWS subtypes (2024-2025, $72,984) Principal Investigator: Dimensional analysis of developmental brain disorders using an online, genome-first approach (funded, $3,214,302) Principal Investigator: Functional Imaging and the autism endophenotype (Bucknell-Geisinger, $147,991) Investigator: Comprehensive phenotypic characterization of the 17q12 deletion syndrome (SFARI, $250,000) Dr. Evans teaches courses including Introduction to Psychology, Developmental Psychobiology, Abnormal Psychology, Developmental Psychopathology, Neurodevelopmental Disorders, and Applied Research Methods. He is currently on sabbatical during the 2024-2025 academic year and welcomes undergraduate and graduate students with interests in neuroscience, genetics, and computational sciences to contact him for research opportunities.

Victoria Simmsمشاهده پروفایل

استاد

• Developmental Psychology
• Mathematical Cognition
• Educational Outcomes
• +۵ مورد دیگر

Professor Victoria Simms is Research Director and Professor of Psychology at Ulster University's School of Psychology, based at the Coleraine campus. She completed her PhD in Cognitive Psychology at Queen's University Belfast in 2008, followed by post-doctoral positions at Heriot-Watt University, QUB, and University of Leicester before joining Ulster University in 2013. She was promoted to Reader in 2018 and Professor of Developmental Psychology in 2021. Her research examines mathematical cognition in typically and atypically developing children, long-term outcomes of preterm birth, cross-cultural mathematical comparisons, home learning environments, and neuroimaging of mathematical processing. Funded by Action Medical Research, Nuffield Foundation, and British Academy, her work bridges developmental psychology, education, and cognitive neuroscience. Professor Simms' publications show consistent focus on mathematical development across neurodiverse populations, educational interventions, and methodological innovations. Recent work emphasizes preschool-to-school transitions, home learning impacts, and educational consequences of medical conditions like preterm birth and congenital disorders. Her articles employ diverse methodologies including longitudinal analysis, eye-tracking, and latent growth modeling. Awards & Recognition: BPS Neil O'Connor Award (2015) ESPR Young Investigator Award (2013) She leads multiple funded projects including studies on pain trajectories in Down Syndrome, active school design impacts, and congenital heart disease outcomes. As Research Director, she oversees doctoral candidates like Paul Stafford in psychology. She founded the ESRC Centre for Early Mathematical Learning and chairs the British Psychological Society's Developmental Section. Professor Simms holds editorial roles as Editor-in-Chief of the Journal of Numerical Cognition and Section Editor for Cogent Psychology. She chairs the Northern Ireland Science Festival board, demonstrating commitment to science communication alongside her research and teaching responsibilities.