جست‌وجوی استاد و پژوهشگر

• Cognitive Science
• Conversation Analysis
• Gesture Studies
• +۷ مورد دیگر

Hiromichi Hosoma is a Professor at Waseda University's Faculty of Letters, Arts and Sciences, where he has been teaching since 2019. Previously, he was affiliated with The University of Shiga Prefecture's School of Human Cultures from 1995 to 2019. He holds a Doctor of Science degree from Kyoto University Graduate School and specializes in the study of human interaction through bodily movements, gestures, and multimodal communication. Professor Hosoma's research focuses on how multiple people coordinate their bodily movements and spatial awareness in various settings including daily conversations, traditional performing arts, and caregiving situations. His work spans cognitive science, social psychology, linguistics, and social welfare, with particular attention to interaction analysis, conversation analysis, gesture studies, onomatopoeia, and elderly care. He investigates how speech and gesture work together to create shared understanding in social contexts, examining phenomena from mundane activities like card games and page-turning to specialized settings like tap dance instruction and dementia care. His scholarly output reveals a consistent focus on multimodal interaction across diverse contexts, with recent work examining latency in telecommunication, weight representation through touch, and deaf-hearing interaction in dance instruction. His publications demonstrate an interdisciplinary approach that bridges cognitive science with practical applications in healthcare and cultural analysis. Professor Hosoma has secured multiple research grants from the Japan Society for the Promotion of Science, including his current project on home care for elderly people with dementia (2025-2028). He is an active member of the Japanese Cognitive Science Society, Qualitative Research in Psychology, and the Japanese Association of the Sociolinguistic Sciences, contributing to both academic discourse and public understanding through book reviews and media commentary on manga, animation, and visual culture.

Jennifer Vonkمشاهده پروفایل

استاد

• animal cognition
• cognitive development
• social cognition
• +۱۲ مورد دیگر

Dr. Jennifer Vonk is a Professor in the Department of Psychology at Oakland University. Her academic career spans over two decades with a focus on comparative and cognitive psychology, examining cognitive continuities and discontinuities between humans and other species. She directs the Laboratory of Cognitive Origins and has made significant contributions to our understanding of animal cognition across diverse species including bears, primates, dogs, and cats. Dr. Vonk's educational background includes: PhD from York University (2002), Toronto, Ontario MA from Wilfred Laurier University (1998), Waterloo, Ontario BA from McMaster University (1994), Hamilton, Ontario As a comparative/cognitive psychologist, Dr. Vonk's primary research interests focus on two overlapping areas: animal cognition and cognitive development. Her work examines cognitive continuities and discontinuities between humans and both closely and distantly related species, with particular emphasis on both phylogenetic and ontogenetic origins of cognitive processes thought to be unique to humans. Current research centers on social cognition (theory of mind, prosociality, and reasoning about emotions) as well as physical cognition (causal reasoning, analogical reasoning, numerosity, and natural concept formation). More recent work investigates the effects of religiosity, attachment, and perspective-taking on human decision-making processes. Dr. Vonk has also expanded her research to examine how companion animals respond to the death of human caregivers in their households. Dr. Vonk's extensive publication record reveals consistent themes across species and cognitive domains. Her research demonstrates sophisticated cognitive abilities in non-human animals, particularly in areas of social cognition, physical reasoning, and numerical abilities. She has conducted groundbreaking work with American black bears, demonstrating their capacity for quantity estimation, causal reasoning, and natural concept formation. Her comparative approach, examining similar cognitive processes across primates, carnivores, and domesticated species, has provided valuable insights into the evolutionary origins of human cognitive abilities. Dr. Vonk actively mentors graduate students through Oakland University's psychology program and maintains the Laboratory of Cognitive Origins. She has secured research funding to study animal cognition across multiple species and has been involved in conservation education initiatives, particularly regarding bat conservation. Her lab frequently recruits coders interested in gaining experience in animal behavior and cognition research. Dr. Vonk has contributed significantly to the field through her editorial work, including co-editing the Oxford Handbook of Comparative Evolutionary Psychology (2012) and serving as co-editor for the upcoming Encyclopedia of Animal Behavior and Cognition. She has also authored numerous book chapters and commentaries that have helped shape the theoretical foundations of comparative psychology.

Robert Cookمشاهده پروفایل

استاد

• Animal cognition
• Visual perception
• Discrimination learning
• +۳ مورد دیگر

Robert Cook is Professor of Psychology at Tufts University School of Arts and Sciences and Interim Chair of Sociology. His NIH-supported research examines animal cognition, visual perception, discrimination learning, and memory mechanisms across species including pigeons, starlings, and humans. Research investigates the perceptual and cognitive processes underlying object recognition, same-different concept learning, action recognition, temporal information processing, and equivalence class formation. Studies explore how animals form perceptual representations to guide learning and behavior. Recent publications advance understanding of visual and auditory processing, sequential learning dynamics, perceptual grouping, and cross-species cognitive strategies. Work integrates computational modeling with behavioral experiments to characterize cognitive architecture. Teaches courses on cognition origins and comparative psychology. Serves as Dean of the Graduate School of Arts and Sciences and publishes Comparative Cognition & Behavior Reviews. Developed online multimedia resources including Avian Visual Cognition and Animal Spatial Cognition cyberbooks.

Christopher Tylerمشاهده پروفایل

استاد

• Visual Neuroscience
• Visual Perception
• Oculomotor Function
• +۷ مورد دیگر

Professor Christopher Tyler is a visual neuroscientist specializing in visual and oculomotor function and disorders at City St George's, University of London. He joined the institution in 2013 after working at several universities in the United States and maintaining a long-standing affiliation with the Smith-Kettlewell Eye Research Institute in San Francisco, where he established its Brain Imaging Center. His research spans multiple disciplines including neuroscience, psychology, and vision science, with active international collaborations across France, Germany, United States, Taiwan, Israel and Australia. Professor Tyler received his training in Experimental Psychology at the Universities of Leicester, Aston and Keele before taking postdoctoral fellowships at Northeastern University, Boston, University of Bristol and Bell Laboratories. His educational background provides a strong foundation for his interdisciplinary research that bridges visual neuroscience, psychophysics, and computational modeling. His research interests focus on the neural processing of visual information, with particular emphasis on form, symmetry, flicker, motion, color, and stereoscopic depth perception. Professor Tyler has developed effective psychophysical and electrophysiological tests for diagnosing retinal, optic nerve, visual cortical and oculomotor disorders. His current work investigates the effects of traumatic brain damage on eye movements and their brainstem control mechanisms, with significant implications for understanding and treating traumatic brain injury. Professor Tyler's extensive publication record demonstrates consistent contributions to understanding visual perception across multiple dimensions. His recent work shows a strong focus on traumatic brain injury effects on vision, advanced computational modeling of visual processes, symmetry processing, and the intersection of visual science with art history. His research bridges fundamental neuroscience with clinical applications, particularly in understanding how brain trauma affects visual function. Smith-Kettlewell Eye Research Institute (1996) Kettlewell Chair Smith-Kettlewell Eye Research Institute (1985) Kettlewell Chair American Academy of Optometry (1982) Garland-Clay Award Professor Tyler has taught courses at numerous prestigious institutions including Northeastern, UCLA, UC Santa Barbara, UC Berkeley and the University of Paris. His research has been supported by significant grants from CDMRP (US) for studying human oculomotor functions in traumatic brain injury, AFOSR (US) for encoding 3D structure in visual scenes, and NSF (US) for investigating neural dynamics of conceptual learning. He maintains an active research laboratory focused on visual neuroscience and has collaborated with numerous researchers worldwide. His research center is focused on Optometry and Visual Neuroscience, where he leads investigations into visual perception mechanisms and their applications to clinical problems. Professor Tyler's work bridges fundamental neuroscience with practical applications in vision science and clinical optometry.

Martie Haseltonمشاهده پروفایل

استاد

• Intimate relationships
• Psychology of mating
• Social endocrinology
• +۳ مورد دیگر

Martie Haselton is a Professor in the Department of Communication at the University of California, Los Angeles (UCLA), within the College of Letters & Science. Her research focuses on evolutionary psychology, particularly how evolutionary mechanisms shape social and mating behaviors. She explores topics such as women’s fertility-related decision-making, ovulation cues detectable by others, and hormonal influences on behavior. Dr. Haselton holds a Ph.D. in Psychology from the University of Texas at Austin (2006), an M.A. from the College of William & Mary (2001), and a B.A. from the University of San Diego (1998). Her work challenges assumptions about concealed ovulation in humans and examines implications for attraction dynamics, relationship stability, and maternal mental health. Her research interests include intimate relationships, mating strategies, social endocrinology, and cognitive biases. Key projects include studies on ovulation cues (e.g., clothing choices, vocal pitch changes), postpartum hormonal effects on maternal well-being, and the evolutionary basis of political beliefs and social status signaling. Recent work also addresses pandemic-related behavioral adaptations and methodological innovations in psychological science. Dr. Haselton’s lab at UCLA conducts interdisciplinary research, integrating behavioral experiments, hormonal analyses, and computational modeling. She collaborates with scholars in biology, computer science, and public health to advance evolutionary perspectives on human behavior.

Jennifer Bordaمشاهده پروفایل

استاد

• Rhetoric
• Feminist Studies
• Civil Discourse
• +۶ مورد دیگر

Jennifer Borda is Professor of Communication at the University of New Hampshire's College of Liberal Arts, specializing in rhetoric, feminist studies, civil discourse, and democratic deliberation. She serves as Co-Director of the UNH Civil Discourse Lab (CDL), which trains students as neutral facilitators for contentious discussions through small-group processes emphasizing listening, shared values, and fundamental differences. Ph.D. in Speech/Theater Education, Pennsylvania State University M.A. in Speech/Theater Education, Pennsylvania State University B.A. in Communications, Villanova University Her research spans feminist rhetoric, gender equality, film analysis, and democratic deliberation, with particular focus on maternal rhetorics, workplace organizing, and cinematic representations of social movements. Borda examines how discourse constructs ideologies around women, work, motherhood, and identity through mass media and online deliberation, often employing critical cultural studies frameworks to analyze power dynamics in public discourse. Recent publications demonstrate evolving focus from historical labor movements and filmic counterhistory (2002-2010) to contemporary digital activism and maternal rhetorics (2015-2023), with increasing emphasis on discursive opening strategies for polarization mitigation. Her work consistently bridges feminist theory with practical civil discourse applications, particularly evident in CDL's facilitation methodology. Faculty Excellence in Teaching Award, UNH College of Liberal Arts (2021) UNH Center for the Humanities fellowship (2014) NSF ADVANCE IT grant "UNH Unbiased" fellowship Borda has received significant research support including the NSF ADVANCE grant where she co-chaired career-life balance initiatives for women STEM faculty. She actively contributes to university governance through the President's Commission on the Status of Women and Grand Challenges Steering Committee, while extending impact through Kettering Foundation initiatives and SNF Ithaca summits. The Civil Discourse Lab represents her primary research-practice integration, training students in non-partisan facilitation techniques that prioritize process over content in contentious dialogues.

Elizabeth A. Childsمشاهده پروفایل

استاد

• Educational Technology
• Online Learning Communities
• Open Educational Practices
• +۳ مورد دیگر

Elizabeth A. Childs is a Professor and Program Head of the Master of Arts in Learning and Technology at Royal Roads University. Her research focuses on designing flexible learning environments leveraging information and communication technology (ICT), with expertise in open educational practices, online communities, and instructional design. She consults internationally on blended and online learning strategies, collaborating with K-12, post-secondary, government, and industry sectors. Education: PhD in Educational Technology, University of Calgary Master of Education in Educational Technology, University of Calgary Bachelor of Education (junior-intermediate science education and art), Queen's University Bachelor of Science, Queen's University Research Interests: Open educational practices and pedagogies, online community design, immersive professional development models, and the integration of design thinking in education. Her work emphasizes accessibility, equity, and engagement in technology-enabled learning environments. Key Projects: "Taking Making": Developing open-access materials for classroom integration. FOLC Model: Investigating digital technology competence and collaborative learning in fully online environments. Grants & Collaborations: Engages in interdisciplinary partnerships to advance educational technology, including projects with government and industry stakeholders. Active in presenting at international conferences such as OER 19 and OE Global.

Tomo Nagashimaمشاهده پروفایل

استادیار

• Technology-Enhanced Learning
• Human-Computer Interaction
• Learning Sciences
• +۷ مورد دیگر

Tomo Nagashima is a tenure-track Assistant Professor of Technology-Enhanced Learning in the Department of Computer Science at Saarland University, Germany, and a Faculty Associate at Harvard University’s Berkman Klein Center for Internet & Society. He directs the interdisciplinary LaLa Lab (Learning to Adapt, Learning with Agency Lab), where he leads research on intelligent systems that support human learning, student agency, and self-regulated learning in STEM contexts. His educational background includes a Ph.D. in Human-Computer Interaction from Carnegie Mellon University, advised by Dr. Vincent Aleven, and a Master’s in Learning, Design, and Technology from Stanford Graduate School of Education, where he worked with Dr. Candace Thille. His research is deeply collaborative, involving co-design with educators and learners, and is grounded in school-based experimental and qualitative studies. Nagashima’s research interests span Technology-Enhanced Learning, Human-Computer Interaction, Artificial Intelligence in Education, and the learning sciences. He focuses on designing and evaluating intelligent tutoring systems, educational games, and AI-integrated learning environments that foster meaningful student engagement. His work emphasizes student choice-making, conceptual learning in mathematics, and children’s understanding of AI. His recent publications, presented at top venues like AIED, CHI, ISLS, and EC-TEL, reflect a strong trend toward understanding student agency in AI-supported learning, optimizing feedback and interface designs in intelligent tutors, and developing trustworthy AI agents through co-design with students. These works integrate cognitive, affective, and motivational dimensions of learning. Humboldt Foundation Henriette Herz Scout (2025) Busy Beaver (Outstanding Teaching) Award Nominee (2024) Best Paper Nominee, AIED25 Nagashima actively mentors PhD and postdoctoral researchers, including Man Su (Echo), Shintaro, and Mirella. He has secured internal funding for projects like AlgeSPACE in collaboration with Prof. Maria Theobald at Trier University. His lab has an active hiring pipeline for postdocs and thesis students, supported by the Humboldt Fellowship program. The LaLa Lab fosters a collaborative, interdisciplinary environment focused on co-design, school-based research, and open science. It emphasizes partnerships with international researchers and institutions, including Harvard, Stanford, and the University of Oulu, where lab members have undertaken mobility visits.

• Human-Computer Interaction
• Augmented Reality
• Virtual Reality
• +۵ مورد دیگر

Renan Guarese is a Postdoctoral Researcher in Human-Computer Interaction at KTH Royal Institute of Technology , Sweden, focusing on AR/VR applications for pharmaceutical manufacturing through the SMART Industry project with AstraZeneca. He holds a Ph.D. from RMIT (Australia) and M.Sc. from UFRGS (Brazil), with expertise in assistive technologies, situated data visualization, and accessibility. His roles include teaching assistant for courses like Advanced Graphics and Multimodal Interaction, and M.Sc. thesis supervision. He has over 10 years of academic experience across institutions like RMIT, Halmstad University, and UFRGS, with projects ranging from assistive AR for visually impaired individuals to educational AR platforms. Research Interests: Human-Computer Interaction (HCI), Augmented and Virtual Reality (AR/VR), assistive technologies, situated visualization, and accessibility design. He specializes in applications like sonified AR interfaces, industrial training, and empathy-building experiences for marginalized users. Awards: Best Doctoral Thesis (SVR 2024) Finalist, Cross-Reality Systems Competition (IEEE ISMAR 2023) Nomination for Best Paper Award (IEEE VR 2023) Latin American PhD Scholarship (ATN grant) Advising & Grants: Supervising 3 current M.Sc. theses (2025) and co-authoring grants focused on conversational AI in industrial training and predictive maintenance. His work bridges HCI with real-world industry needs, emphasizing accessibility and immersive solutions. Labs/Teams: Active in KTH's Digital Futures initiative and collaborates with AstraZeneca on pharmaceutical AR/VR applications. Engages in international conferences like IEEE VR, ISMAR, and CHI through peer reviewing, workshop organizing, and panel participation.

Katherine Batchelorمشاهده پروفایل

استاد

• Critical Literacy
• Adolescent Literacy
• Social Justice Education
• +۴ مورد دیگر

Katherine Batchelor serves as John Heckert Professor and Coordinator of Adolescent and Young Adult Education at Miami University within the Department of Teaching, Curriculum, and Educational Inquiry. Her academic leadership focuses on preparing educators through critical literacy frameworks and social justice pedagogy. Her educational foundation includes: Ph.D. in Curriculum and Instruction - Literacy from Kent State University M.Ed. in Curriculum and Instruction - English/Language Arts from Kent State University Post Baccalaureate in Middle Childhood Education Reading and Sciences Licensures from Cleveland State University B.A. in English from Eastern Michigan University Dr. Batchelor's research centers on critical literacy practices among adolescents, examining how young adult literature, digital media, and multimodal composition foster equity in educational settings. Her work interrogates power structures through frameworks like critical race theory and feminist pedagogy, emphasizing student agency and perspective-shifting in literacy development. Recent scholarship explores innovative applications including meme culture during the pandemic, VSCO sticker analysis, and interactive fiction in classrooms. Analysis of her 2019-2025 publications reveals consistent methodological diversity blending quantitative critical race theory (QuantCrit) with qualitative approaches. Key thematic threads include social justice teacher education, digital literacies, and the pedagogical potential of young adult literature to address refugee narratives, LGBTQ+ representation, and implicit bias. Her work demonstrates particular attention to preservice teacher development across disciplinary contexts. Her professional recognition includes: John Heckert Professorship (prestigious endowed chair) National Board Certified Teacher credential Consistently top-rated course evaluations within her department As Coordinator of Adolescent and Young Adult Education, Dr. Batchelor mentors future educators while maintaining active scholarship. Her National Writing Project membership informs professional development initiatives focused on writing pedagogy. The source materials indicate no specific grant funding details but reflect sustained research productivity through peer-reviewed publications. Dr. Batchelor contributes to the National Writing Project network, participating in educator development programs that extend her classroom research into broader professional communities. Her international work in Warsaw, Poland demonstrates cross-cultural applications of literacy pedagogy.

• Risk policy
• Disaster and emergency management
• Sociology of inequalities
• +۷ مورد دیگر

Dr. Mara Torres Pinedo serves as a Lecturer (Teaching) at the Institute for Global Prosperity within the Bartlett Faculty of the Built Environment at University College London (UCL). She has held this position since 2023, having previously served as an Associate Lecturer (2021-2022) and Postgraduate Teaching Assistant (2017-2020) at UCL. For the 2024-2025 academic year, she shares her teaching time between the Institute for Global Prosperity and the UCL Arena Centre for Research-Based Education. Prior to her academic career, she worked for over eight years in international development practice across Mexico, the US, and Latin America. Her educational background includes: PhD in Social Science from University College London (2017-2023) MSc in Risk, Disaster and Resilience from University College London (2015-2016) PG Cert in Project Management from Western Institute of Technology and Higher Education (ITESO), Mexico (2010) BSc in International Relations from Western Institute of Technology and Higher Education (ITESO), Mexico (2004-2008) Dr. Torres Pinedo's research takes an interdisciplinary approach to urban inequalities and governance of social-ecological systems in the global south. Her work spans risk policy, disaster management, human geography, and development studies, with particular focus on intersectional approaches to vulnerability. Recently, she has expanded into research-based education and decolonizing teaching practices in higher education. She is currently co-leading a research project on syllabus diversity and inclusion to improve student experience in intercultural post-graduate education. Her research methodology often employs mixed methods to develop holistic understandings that can inform more inclusive risk management systems. Her recent publications demonstrate a consistent focus on transformative education, disaster risk governance, and methodological innovations. The 2023 article "Rethinking Transformative Education" explores community-based research practices, while her dissertation examines network governance in disaster risk management through an intersectional lens. Earlier works include methodological contributions to data analysis and spatial-temporal media analysis, showing her interdisciplinary approach that bridges social sciences with quantitative methods. Dr. Torres Pinedo has extensive teaching experience across multiple UCL programs. She serves as Module Convenor for "Research Methods for Natural and Planetary Prosperity" and "Dissertation in Prosperity, Innovation and Entrepreneurship," and provides guest lectures on various topics including urban futures, transformative entrepreneurship, and research methods. At the UCL Arena Centre, she teaches staff development programs for teaching assistants, postdoctoral researchers, and early career academics. Her teaching approach emphasizes research-based education and critical pedagogies that address urban inequalities and social-ecological systems. Her academic work bridges theory and practice, informed by her eight years of experience in international development. Fluent in English and Spanish, she brings a valuable Latin American perspective to her research on Mexico City and broader Latin American contexts. Her current projects focus on creating more inclusive educational spaces through syllabus diversification and advancing understanding of how institutional networks influence vulnerability to disaster risk.

Adam D Baimمشاهده پروفایل

استادیار

• Neuro-Ophthalmology
• Adult Strabismus
• Medical Education
• +۳ مورد دیگر

Adam D Baim serves as an Assistant Professor in the Department of Ophthalmology at Northwestern University's Feinberg School of Medicine, specializing in Neuro-Ophthalmology and adult strabismus. His clinical and academic work bridges surgical education, neuro-ophthalmic disorders, and microbiome research. His educational journey includes: BA from Wesleyan University (2008) MD and PhD from the University of Chicago (2018) Internal medicine/ophthalmology internship at Washington University in St. Louis (2019) Ophthalmology residency at Washington University in St. Louis (2022) Neuro-ophthalmology and adult strabismus fellowship at the University of Minnesota (2023) Dr. Baim's research integrates clinical neuro-ophthalmology with innovative medical education methodologies and ocular microbiome investigations. His work on surgical performance assessment pioneers narrative evaluation frameworks, while his microbiome research explores microbial contributions to inflammatory eye conditions. This dual focus demonstrates interdisciplinary rigor in translating basic science to clinical practice. Recent publications reveal evolving expertise: the 2025 surgical assessment study establishes explanatory feedback as a critical metric for educational quality, while 2019-2023 works solidify his neuro-ophthalmology leadership through conference proceedings and foundational microbiome analyses. Collectively, these contributions advance diagnostic precision and pedagogical standards in ophthalmology. Scientific awards: None reported in available documentation. Regarding academic mentorship and research funding, current disclosures indicate no active external professional relationships for 2024, suggesting primary institutional support for his scholarly activities without industry-sponsored grants. As a core faculty member in Northwestern Medicine's Neuro-Ophthalmology division, Dr. Baim participates in multidisciplinary clinical teams addressing complex visual pathway disorders while contributing to resident education through the Feinberg School of Medicine's ophthalmology training program.

• Social Cognition
• Face Processing
• Eye Gaze
• +۴ مورد دیگر

Dr Margaret C. Jackson is a Senior Lecturer in the School of Psychology at the University of Aberdeen. Her academic journey began with a BSc (Hons) in Psychology at Aberdeen, followed by an MSc in Marketing at the University of Strathclyde, and culminated in a PhD in Experimental Psychology from Bangor University (2005). She held post-doctoral positions at Bangor before joining the University of Aberdeen in 2012. Institutional Roles: Student Development Lead, Co-Chair of Neurodiversity Network Research Focus: Social cognition, emotional face processing, eye gaze, predictive processing, and neurodiversity Teaching: Course coordinator for Emotion & Aging in Social Cognition (Level 4) and Developmental Psychology (MSc) Her work explores how emotional expressions, familiarity, and attentional mechanisms influence visuospatial working memory. Recent studies examine neurodiversity and aging-related changes in emotion perception. Funded by ESRC and BBSRC grants, her research bridges cognitive psychology, neuropsychology, and clinical applications. Grants: ESRC Standard Grant (PI, 2015-2017), BBSRC Co-Applicant (2009-2012) Honors: Fellow of the Higher Education Academy (HEA), Aurora Women in Leadership program alumnus (2021-2022) Her team investigates social attention mechanisms through projects like NeuroEyeCoach and has published extensively in experimental psychology journals. She leads university committees on equality, diversity, and mental health while mentoring students in experimental and clinical psychology.

• Social Perception
• Visual Perspective Taking
• Cognitive Psychology
• +۳ مورد دیگر

Dr. Katrina McDonough serves as an Honorary Research Fellow in the School of Psychology with the academic rank of Research Fellow. Her work bridges cognitive and social psychology through experimental investigations of social perception mechanisms. Her research program centers on: Social Perception : How observers interpret others' actions through predictive goal inference Visual Perspective Taking : Cognitive simulation of others' viewpoints at implicit and explicit levels Action Observation : Neural and perceptual processes underlying movement understanding Human-Robot Interaction : Extension of social cognitive principles to artificial agents Mental Imagery : Role of internal simulation in perceptual biasing Cognitive Psychology : Fundamental mechanisms of prediction in social contexts Analysis of her 13 publications (2018-2025) reveals a cohesive trajectory demonstrating that higher-order goals generate action kinematics predictions which shape perceptual representations. Key findings establish that visual perspective taking operates through perceptual simulation unaffected by motor restriction (a non-embodied process), and recent work extends these mechanisms to human-robot interactions where appearance alone doesn't facilitate perspective taking. Her methodology combines controlled laboratory experiments with online replications. Scientific awards: No awards were documented in the source material. Advising and grants: No information regarding student supervision or research funding was provided. Labs and teams: No specific research groups, laboratories, or collaborative teams were referenced in the available information.

Kirsten Cowanمشاهده پروفایل

مدرس ارشد

• Immersive Technologies
• Consumer-Brand Interactions
• Virtual Reality
• +۷ مورد دیگر

Kirsten Cowan is a Senior Lecturer in Marketing at the University of Edinburgh's Business School, where she joined in November 2018. Previously, she was an Assistant Professor of Marketing at NEOMA Business School (Grand Ecole) in France from 2015 to 2018. She earned her PhD in Marketing with expertise in quantitative consumer research from the University of North Texas in 2015. Dr. Cowan's educational background includes a PhD in Marketing from the University of North Texas (2015). Her academic journey spans institutions in the United States, France, and the United Kingdom, reflecting her international perspective on marketing research and education. Her research primarily investigates how consumers interact with brands using immersive technologies like virtual and augmented reality, and how these interactions affect information processing and decision-making. Taking a positivist approach, her work focuses on three main domains: consumer-brand relationships, retailing, and heritage. She examines branding within augmented and virtual reality, website design, social media, and artificial intelligence, with a preference for experimental methodologies. Her research fingerprint prominently features Virtual Reality (100%), Construal (100%), Decision Making (50%), and Systematic Review (42%). Dr. Cowan's recent publications reveal a strong trend toward examining virtual reality applications in retailing and consumer behavior, with particular attention to construal level theory as a framework for understanding how consumers process information in immersive environments. Her work bridges theoretical marketing concepts with practical applications in emerging technologies. Best Paper Award (21 Sept 2019) Best Paper Award AMA, 'Toward a Typology of Virtual Reality (VR) Experiences in Retailing' (2024) Best Paper Award GBC, 'It's Almost as if I'm There Now' (2023) Honorable Mention Paper (4 Sept 2018) Most Innovative Paper (10 May 2019) Dr. Cowan currently supervises six PhD students, two of whom are in their final year. She serves as Principal Investigator for the British Academy-funded project 'Conservation through Innovative Technology: Explaining Why and When VR Influences Sustainable Behaviours' (2024-2026). She has secured multiple research grants supporting her investigations into virtual reality's impact on consumer behavior and sustainable practices. She is not accepting PhD inquiries for 2023/24 but has capacity for one PhD student in 2024/25 with a focus on immersive technologies. Dr. Cowan leads a research team focused on immersive technologies and consumer behavior, with particular emphasis on virtual and augmented reality applications in marketing contexts. Her work involves collaborations across disciplines and with industry partners to translate theoretical insights into practical applications, bridging the gap between academic research and real-world marketing strategies.