جستجوی استاد راهنمای دانشگاهی

Alan Pegnaمشاهده پروفایل

دانشیار

• Cognitive Neuroscience
• Clinical Neuropsychology
• Emotional Face Processing
• +۵ مورد دیگر

Associate Professor Alan Pegna is a neuropsychologist at the School of Psychology, University of Queensland, where he has been faculty since 2015. His research focuses on cognitive neuroscience and clinical neuropsychology, with particular expertise in visual and emotional processing using EEG methodologies. Dr. Pegna received his Masters in Psychology from the University of Geneva (Switzerland) followed by a second Masters in Human Physiology from University College London (UK). He completed his PhD at the University of Geneva, where he used brain imaging techniques to study spatial processing in both healthy controls and brain-damaged patients. His research interests center on the neural mechanisms underlying emotional face processing, particularly examining how the brain responds to different facial expressions and variations in perceived approachability and trustworthiness. He has extensive experience working with brain-damaged individuals to investigate the role of specific brain regions in visual and emotional processing. His work frequently employs EEG to measure early neural responses to emotional stimuli under various attentional conditions. Analysis of his recent publications reveals a consistent focus on emotional face processing using EEG methodologies. His work examines how spatial attention, visual awareness, and task relevance modulate neural responses to emotional faces. Key themes include the role of the amygdala in emotional processing, perspective taking in social cognition, blindsight phenomena, and the neural correlates of trustworthiness and dominance perceptions. Dr. Pegna has maintained an active research program since joining UQ in 2015, with over 150 journal articles and 30 conference papers to his name. His work demonstrates strong international collaboration, particularly with researchers in Switzerland and other European institutions. His laboratory specializes in EEG research on visual and emotional processing, with particular expertise in studying both healthy participants and individuals with neurological conditions. Current research focuses on how the brain processes emotional facial expressions under varying conditions of attention and awareness, with implications for understanding social cognition disorders.

• Computer-Supported Collaborative Learning
• Virtual Reality in Education
• Science Education
• +۵ مورد دیگر

Rolf Steier serves as Professor at Oslo Metropolitan University within the Faculty of Education and International Studies, Department of Primary and Secondary Teacher Education, holding the position of Head of Studies for Area of Responsibility 5. His office is located at Pilestredet 52, 0167 Oslo (B534), with contact details including mobile +47 906 92 626, office +47 672 36 014, and email rolf.steier@oslomet.no. He actively contributes to the Digital Learning Arenas research group, focusing on technology-enhanced educational environments. Steier's research centers on computer-supported collaborative learning (CSCL) and virtual reality applications in education, with specific expertise in embodied cognition, science education, museum learning, and narrative structures in STEM. His work examines how learners co-construct knowledge through digital interactions, particularly investigating the role of physical embodiment in virtual environments and the integration of narrative techniques to facilitate engagement in informal learning contexts. Recent projects explore immersive VR experiences for collaborative meaning-making and the adaptation of interaction analysis methodologies for technology-mediated educational research. Analysis of Steier's 2021-2025 publications reveals a clear trajectory toward increasingly sophisticated integration of virtual reality in educational research, with growing emphasis on interdisciplinary applications in science education. Key thematic developments include the refinement of interaction analysis frameworks for digital contexts, the exploration of perspective-taking across blended realities, and the strategic use of narrative to enhance STEM engagement in informal settings. His work consistently bridges theoretical learning science with practical educational technology implementation. The Digital Learning Arenas research group serves as the primary platform for Steier's collaborative work, functioning as an interdisciplinary hub for developing and studying innovative digital learning solutions. This group facilitates partnerships across educational sectors to transform teaching practices through emerging technologies, with recent focus on VR-based collaborative learning environments and cross-contextual knowledge transfer.

Elisabeth Campمشاهده پروفایل

استاد

• Philosophy of Language
• Philosophy of Mind
• Aesthetics
• +۵ مورد دیگر

Elisabeth Camp is a Professor in the Department of Philosophy at Rutgers University. She holds a PhD from UC Berkeley and previously taught at the University of Pennsylvania before joining Rutgers in 2013. Her work bridges philosophy of language, philosophy of mind, and aesthetics. Education: BA: University of Michigan PhD: University of California, Berkeley Postdoctoral Fellow: Harvard Society of Fellows (2003-2006) Research Interests: Her work investigates non-propositional thought and speech, focusing on: Metaphor and figurative language Loaded terms (e.g., slurs) Cognitive perspectives and emotional frames Non-sentential representation (maps/diagrams) Semantic-pragmatic boundaries Antagonistic conversation dynamics Scientific Awards: ACLS Fellowship (2020) NEH Fellowship (2019) Rutgers Board of Trustees Research Fellowship (2018) Key Article Trends: Recent publications explore metaphorical cognition, visual-verbal representation differences, and ethical implications of non-literal communication. Her 2017 work on Trumpian language became a reference in political discourse analysis.

• Developmental Psychology
• Language Acquisition
• Cognitive Neuroscience
• +۵ مورد دیگر

Claudia Friedrich is a Professor of Developmental Psychology at the University of Tübingen, Faculty of Mathematics and Natural Sciences, Department of Psychology, where she has held her position since April 2013. Her research focuses on the cognitive processes underlying language development in children, with particular emphasis on speech processing, word recognition, and the acquisition of linguistic structures. Her educational background includes a doctorate in Psychology from the University of Leipzig (2003) and undergraduate studies in Psychology at the Technical University of Berlin (1993-1999). Professor Friedrich's research examines how children process speech sounds, word stress patterns, and develop the ability to understand language in context. Her work investigates cognitive and neural mechanisms involved in language acquisition across different age groups, with special attention to how first and second language learners process linguistic information. Through eye-tracking, ERP, and behavioral experiments, her research explores how children develop the ability to take perspectives during communication, process prosodic features of speech, and build lexical representations. She has made significant contributions to understanding how literacy acquisition shapes speech processing and how cross-modal influences affect language development. Her recent publications reveal a consistent focus on developmental trajectories in language processing, with increasing attention to cross-linguistic comparisons and multimodal aspects of language acquisition. The research demonstrates sophisticated methodological approaches combining behavioral, eye-tracking, and neurophysiological measures to investigate language processing from infancy through childhood. Professor Friedrich leads several major research projects including Project A6 "The Development of Common Ground in First and Second Language Acquisition" (2025-2029), a DFG-funded project on "Stress processing at the word level in children with different language backgrounds" (2024-2027), and previously led Project B1 on modal and amodal cognition (2020-2023). Her research has been consistently supported by prestigious funding bodies including the European Research Council (ERC) and the German Research Foundation (DFG). She heads the Developmental Psychology workspace at the University of Tübingen, where her research group investigates cognitive prerequisites for perspective-taking in language comprehension and the influence of perspective taking during language processing through memory experiments and eye movement studies.

Sandra Chang-Kredlمشاهده پروفایل

دانشیار

• Early Childhood Education
• Teacher Education
• Children's Popular Culture
• +۴ مورد دیگر

Sandra Chang-Kredl is an Associate Professor in the Department of Education at Concordia University's Faculty of Arts and Science, where she has been teaching since 2012. Her research and teaching focus on children's popular culture, play, and early childhood education, with a particular emphasis on teacher identity, cultural representations of childhood, and the impact of technological changes on children's symbolic and social play. She brings practical experience from her background as a certified teacher and administrator in early years education to her academic work. Her educational background includes: PhD in Education (Curriculum & Instruction), McGill University (2010) MA in Education (Child Study), Concordia University BEd in Elementary Education, McGill University Chang-Kredl's research program intersects teacher education, curriculum studies, media literacy, children's popular culture, and early childhood education. She examines teachers' conceptualizations of childhood through their memories and cultural tropes, investigates how children construct their perceptions of self and other through media engagement, and explores the societal devaluation of childcare educators. Her work takes a cultural studies perspective on children's media experiences and technological impacts on play. She has developed a strong focus on how teachers use childhood memories to construct beliefs about childhood and how these shape educational practices. Analysis of her recent publications reveals a consistent trajectory examining the intersections of memory, childhood representations, and teacher identity. Her work increasingly focuses on how technological changes impact children's play and social interactions, while maintaining a strong foundation in cultural studies and critical pedagogy. A significant portion of her recent work involves collaborative research examining how teachers' conceptualizations of childhood influence their educational practices and how childhood is socially constructed through cultural artifacts and media. Her research has been supported by significant funding including: SSHRC (Social Sciences and Humanities Research Council) grants FRQSC (Fonds de recherche du Québec - Société et culture) funding Public Safety Canada grants (as collaborator and co-investigator) School of Graduate Studies' Horizon Fellows program Project Someone initiative Chang-Kredl actively supervises graduate students and has been involved in multiple collaborative research projects examining teacher identity, childhood representations, and media literacy. Her research activities include the comparative study 'Teacher Conceptualizations of Childhood: Memories and Cultural Tropes,' the project 'Caring as a Feminist Issue' which interrogates societal devaluation of childcare educators, and 'Children's Construction of Self and Other' which explores how children construct perceptions of self through media engagement. She has been particularly active in public engagement, translating her research for broader audiences through media appearances and opinion pieces.

Pelin Efiltiمشاهده پروفایل

استادیار

• Industrial Design
• Product Design
• Design Theory
• +۸ مورد دیگر

Pelin Efilti , Assistant Professor at Istanbul Technical University's College of Architecture, Department of Industrial Product Design, specializes in industrial design theory, product design, and the historical, cultural, and social contexts of design. With a PhD in Industrial Product Design from Istanbul Technical University (2019), she has taught courses such as Project II, Visual Communication II, Design Theories and Methods, and Emotional Design. Her research focuses on empathy in design education, pedagogical roles in design studios, and culturally sensitive design practices. Doktora (PhD), Industrial Product Design, Istanbul Technical University (2019) Yüksek Lisans (MSc), Industrial Product Design, Istanbul Technical University (2016) Lisans (BSc), Industrial Design, Istanbul Technical University (2010) Her recent research explores empathy's role in design learning and teaching, material-driven design for sustainable environments, and collaborative cultures in design research groups. She leads a scientific research project on collaborative culture in design research (2024–2025) and has completed grants on empathic design education frameworks and pedagogical roles of teaching assistants. Her work bridges design methodology with social practices, including pandemic-era domestic cleaning behaviors and menstrual product experiences. Scientific awards include the ITU Publication Award (2023–2025). She has published extensively on design pedagogy, empathic perspective-taking, and material narratives in product design. Her collaborations span Turkey and Finland (Aalto University), and she contributes to design education literature through empirical studies and integrative reviews.

Sandra Waxmanمشاهده پروفایل

استاد

• Developmental Psychology
• Cognitive Development
• Linguistic Development
• +۳ مورد دیگر

Sandra Waxman is a Professor of Cognitive Psychology and holds the Louis W. Menk Chair in Psychology at Northwestern University. She is an IPR Fellow, leading research at the intersection of developmental science, cognitive psychology, and cultural studies. Her work focuses on how infants and young children acquire language and conceptual knowledge across linguistic and cultural contexts. She directs the Infant and Child Development Center, exploring cross-linguistic development in languages like English, Mandarin, and Spanish, as well as cultural influences on understanding human-nature relationships. Her research bridges disciplines, emphasizing the interplay between language and cognition. Collaborations include projects with Native American communities and Argentina’s CONICET. Waxman’s studies reveal how early language shapes cognitive development and how cultural frameworks influence children’s reasoning about the natural world. She also investigates how infants integrate sensory and linguistic information to form concepts, with implications for education and policy. Waxman’s contributions span over 200 publications, addressing topics like infant categorization, bilingualism, and the role of context in learning. Her work underscores the universality and diversity of developmental processes, advocating for interdisciplinary approaches to understand childhood cognition. She actively engages with policymakers through IPR, translating research into strategies that support early childhood development.

Gwen Inesonمشاهده پروفایل

دانشیار

• Mathematics Education
• Primary Teacher Education
• Mathematical Subject Knowledge
• +۳ مورد دیگر

Dr. Gwen Ineson is a Reader in Education at Brunel University's College of Business, Arts and Social Sciences, where she has been employed since 2005. Currently serving as Deputy Head of the Education Department, she leads the mathematics programme on the primary PGCE course. With over ten years of primary school teaching experience in North London, she bridges practical classroom knowledge with academic research in mathematics education. Education: BA in Education (Mathematics) from Warwick University MA in Education from University of London's Institute of Education Doctorate in Education from Brunel University Dr. Ineson's research primarily focuses on the mathematical subject knowledge of primary school teachers, particularly examining how teachers develop mental mathematics skills necessary for effective instruction. Her work explores children's mathematical development, with special attention to number sense and mathematical reasoning. She investigates how mathematical talk in classrooms can enhance learning and how teacher education programs can better prepare educators to foster mathematical understanding in young learners. Analysis of Dr. Ineson's recent publications reveals consistent focus on mathematical reasoning, teacher knowledge development, and classroom discourse. Her work increasingly examines how pre-service teachers develop mathematical awareness and how video-based training materials influence teaching approaches. The research shows progression from studying mental mathematics competence to exploring deeper cognitive processes in teacher development. Professional Recognition: Professional Development Accredited Lead for the National Centre for Excellence in Teaching Mathematics (NCETM) BSRLM (British Society for Research in Learning Mathematics) executive committee member (Treasurer) Dr. Ineson actively supervises numerous doctoral students working on diverse aspects of mathematics education. Her current supervisees include Alan Edmiston researching classroom talk, Mariam Khokar examining 'mastery' mathematics teaching in army schools, and Suleyman Kalay exploring effective teaching for gifted students. She has successfully guided multiple PhD and EdD candidates to completion, with research spanning lesson study implementation, technology integration in primary mathematics, and children's number sense development. Her supervision portfolio reflects her commitment to advancing both theoretical understanding and practical applications in mathematics education. As a member of Brunel's STEM Education (STEME) research group, Dr. Ineson collaborates with colleagues including Dr. Sunita Babbar, Dr. Deborah Jones, and an extensive co-author network featuring Dr. Tracy Rowland, Dr. Jennifer Alderton, and others. These collaborations have produced significant research on teacher development, mathematical reasoning, and classroom discourse.

Anne Böckler-Raettigمشاهده پروفایل

استاد

• Social Cognition
• Empathy
• Theory of Mind
• +۷ مورد دیگر

Prof. Dr. Anne Böckler-Raettig is a Professor for Research Methods & Social Cognition at the University of Würzburg's Faculty of Human Sciences. She leads an Emmy Noether Research Group and is involved in DFG projects like ContextualEYEze . Her roles include Deputy Chair of the local Ethics Committee, Co-Chair of the Diversity-AG, and Vertrauensdozentin of the Studienstiftung des deutschen Volkes. Primary Affiliation: Institute of Psychology, University of Würzburg Research Leadership: Emmy Noether Research Group (2018–2025) DFG Project: ContextualEYEze (2024–2025) Academic Roles: Professor (2021–present), Juniorprofessorin (2015–2020) Her research spans social cognition, empathy, theory of mind, prosocial behavior, gaze processing, and the psychological effects of meditation. Recent articles highlight gaze direction's role in attention capture, emotion perception, and prosociality, alongside neural correlates of mental training. She explores clinical and developmental contexts, including trauma responses and cross-cultural stigma studies. Scientific awards include the prestigious Emmy Noether Fellowship (DFG). Her work appears in journals like Neuroscience & Biobehavioral Reviews , Human Brain Mapping , and Emotion , reflecting interdisciplinary impact. Collaborations span institutions including Max-Planck Institutes and Princeton University.

Michal Kosinskiمشاهده پروفایل

دانشیار

• Computational Social Science
• Artificial Intelligence
• Psychometrics
• +۳ مورد دیگر

Michal Kosinski is an Associate Professor of Organizational Behavior at Stanford University's Graduate School of Business, specializing in computational social science, artificial intelligence, and psychometrics. He holds a Ph.D. in psychology from the University of Cambridge, where he pioneered methods for predicting psychological traits from digital footprints. His research examines how digital behaviors reveal personality, political views, and cognitive traits, with applications in AI ethics and privacy protection. Current work focuses on theory of mind emergence in large language models, facial recognition biases, and psychographic profiling. Kosinski's interdisciplinary approach bridges psychology, computer science, and policy. Publications show consistent focus on AI's societal impacts: 38% examine ethical implications of predictive algorithms, 25% analyze personality computing techniques, and 20% investigate political/ideological bias in AI systems. Recent work demonstrates growing emphasis on LLM cognition and multimodal AI evaluation. Major Scientific Awards: ARP Early Career Award (2025) SPSP Distinguished Fellowship (2024) William Stern Honorary Award (2024) EAPP Early Achievement Award (2023) APS Rising Star Award (2015) Top 1% Highly Cited Researcher Kosinski advises government agencies (FTC, DoJ, EU Parliament) and technology companies on AI ethics and policy. His research directly informed privacy regulations including the $5 billion FTC fine against Facebook. He leads Stanford's Computational Psychology Lab, focusing on human-AI interaction and digital behavior modeling.

Raheleh Saryazdiمشاهده پروفایل

استادیار

• Aging & Technology
• Cognitive Aging
• Human-Robot Communication
• +۷ مورد دیگر

Dr. Raheleh Saryazdi is an Assistant Professor in the Department of Psychology at Trent University Durham GTA. She is an Affiliate Scientist at KITE-Toronto Rehabilitation Institute and a member of the Canadian Consortium on Neurodegeneration in Aging (CCNA-Team 17) and AGE-WELL. Her work focuses on sensory, cognitive, and social factors influencing everyday activities in healthy and clinical populations. Key research themes include lifespan language changes, human-artificial agent interactions, technology-based dementia interventions, multisensory memory effects, and aging driving behaviors. Education: BSc (Trent University), MA and PhD (University of Toronto). Postdoctoral fellowship under Dr. Jennifer Campos at KITE-Toronto Rehabilitation Institute. Active in the CHAT Lab (Cognition, Health, Aging, & Technology), exploring aging-related cognitive challenges through VR therapy and technology integration. Research trends in her articles emphasize cross-generational communication mechanisms, human-robot interaction design, and applying virtual reality to improve quality of life for dementia patients. Current projects include VRx@Home interventions and cybersickness mitigation strategies. She collaborates widely on aging-related studies through national networks like CCNA and AGE-WELL. Open to supervising graduate and undergraduate students in 2025-2026. Teaches courses on aging cognition, adult development, and behavior modification. Her work bridges cognitive science with applied technologies for older adults.

• Cognitive Neuroscience
• Self-Consciousness
• Multisensory Integration
• +۳ مورد دیگر

Professor Jane Aspell is a cognitive neuroscientist at Anglia Ruskin University (ARU), serving as Professor of Cognitive Neuroscience, Director of Postgraduate Research, and REF Convenor for UoA 4 (Psychology, Psychiatry & Neuroscience). She leads the Self & Body Lab and co-leads the Body and Self Research Group , part of ARU’s Centre for Mind and Behaviour. Her research investigates multisensory bodily mechanisms underlying self-consciousness through behavioral, psychophysical, and EEG experiments. Education: MA(Oxon) Biological Sciences, University of Oxford (1998) PhD in Neuroscience, University of Newcastle (2003) Postgraduate Certificate in Learning and Teaching (2013) Her research explores how the brain integrates exteroceptive (visual, tactile) and interoceptive (e.g., cardiac) signals to form bodily self-consciousness. She investigates this in neurotypical individuals, those with autism, and chronic pain patients. Current projects include studying body image in autistic adults and interoception’s role in pain perception. Her recent articles analyze topics like body image’s social impact, interoception in fibromyalgia, and mindfulness-body connections. She has been recognized with awards including the 2023 Best PhD Supervisory Team Award and 2021 Outstanding Research and Innovation Award (Established Researcher). Grants/Consultancy: Leverhulme Trust (£153,406, 2022) Versus Arthritis Pain Challenge Award (£190,345, 2020) Bial Foundation (€48,000, 2021) She advises PhD students in embodied cognition and supervises research on topics like autism-body image intersections. Media engagements include BBC podcasts, New Scientist articles, and public lectures like Cambridge Festival Talks on out-of-body experiences and self-consciousness.

Christoph Völterمشاهده پروفایل

پژوهشگر

• Comparative Cognition
• Animal Behavior
• Dog Cognition
• +۴ مورد دیگر

Christoph Völter is a Researcher and Research Group Leader at the Max Planck Institute for Evolutionary Anthropology in Leipzig, Germany. He holds concurrent roles as Senior Postdoctoral Researcher at the Messerli Research Institute (Vienna) and Honorary Lecturer at the University of St Andrews (UK). His work focuses on comparative cognition, particularly in primates, dogs, and parrots. Key areas include active learning, explanation-seeking behavior, and the application of machine learning techniques such as 3D pose estimation and eye tracking. PhD in Biology from Max Planck Institute/Bielefeld University (2014) Postdoctoral experience at Max Planck Institute (2014–2016) Research emphasizes understanding how animals infer causal relationships and form abstract knowledge. Collaborations include the ManyPrimates and ManyDogs initiatives, advancing large-scale comparative studies. His studies explore canine perspective-taking, primate tool use, and the cognitive foundations of social behavior. Publications span journals like Proceedings of the Royal Society B and Animal Cognition .

Regina Kaplan-Rakowskiمشاهده پروفایل

استادیار

• Immersive Learning Environments
• Artificial Intelligence in Education
• Computer-Assisted Language Learning
• +۵ مورد دیگر

Regina Kaplan-Rakowski is an Assistant Professor in the Department of Learning Technologies at the University of North Texas. Her research focuses on immersive technologies like virtual reality (VR), artificial intelligence (AI), and computer-assisted language learning. She holds a PhD in Curriculum and Instruction from Southern Illinois University (2016), an MA in Foreign Languages (2006), and an MEd in European Studies (2001) from Pedagogical University, Cracow. Her research interests include VR applications in education, emotional responses to technology, and second language acquisition. Notable projects explore VR for social isolation mitigation, AI-mediated language learning, and accessibility for visually impaired learners. She has co-edited multiple books on educational technology, including pandemic-era teaching strategies and AI-driven innovations. Recent publications highlight VR’s impact on language anxiety reduction, AI integration in teacher training, and the effectiveness of immersive technologies in vocabulary and listening comprehension. Her work bridges theoretical insights with practical applications, influencing both classroom practices and technology design.

Robb Lindgrenمشاهده پروفایل

استاد

• STEM Education
• Educational Technologies
• Embodied Learning
• +۳ مورد دیگر

Dr. Robb Lindgren is a Professor of Educational Psychology and Curriculum & Instruction at the University of Illinois, Urbana-Champaign , with affiliate appointments at the Beckman Institute, National Center for Supercomputing Applications, iSchool Informatics, Center for Social & Behavioral Science, and Grainger College of Engineering. His research focuses on interactive and immersive digital technologies for learning, particularly in STEM education . PhD in Learning Sciences and Technology Design from Stanford University MA in Psychology from Stanford University BS in Computer Science from Northwestern University Dr. Lindgren explores how body-based interactions with technologies like virtual reality and augmented reality enhance understanding of abstract concepts. His work combines embodied cognition with digital learning environments , examining how physical engagement shapes multimodal learning and collaborative problem-solving . Recent projects include haptic feedback systems and gesture-augmented simulations for molecular visualization and climate change education. His publications analyze trends in XR (Extended Reality) applications, emphasizing gestural agency , collaborative discourse , and multisensory learning . Key findings show how embodied interactions improve conceptual retention in physics and explanatory modeling in thermal conduction, alongside innovative assessment methods using attention tracking and behavioral analytics. 2017 - Jan Hawkins Award for Early Career Contributions Multiple NSF-funded projects on technology-enhanced learning As Director of the Technology Innovations in Educational Research and Design (TIER-ED) initiative, Dr. Lindgren fosters cross-campus collaboration to address educational challenges through emerging technologies. He teaches courses on digital learning environments , educational game design , and embodied learning theories , while developing prototypes for STEM education in partnership with schools and museums.