University of St Andrews
Topic: Comparative Cognition
Josep Call is a comparative psychologist specializing in primate cognition, Professor in the Evolutionary Origins of Mind at the University of St Andrews and Director of the Budongo Research Unit at Edinburgh Zoo. His research focuses on elucidating the cognitive processes underlying technical and social problem solving in primates and other animals with the ultimate goal of reconstructing the evolution of human and nonhuman cognition. He has been elected fellow of the American Psychological Association, the Cognitive Science Society, and the Royal Society of Edinburgh (CorrFRSE).
University College London
Topic: Neuroscience/Methods/Global Health
Diane Poulin Dubois
Topic: My Top Tips
Dr. Diane Poulin-Dubois is Professor of Psychology at Concordia University where she holds a Research Chair in Developmental Cybernetics. She has published over 130 papers and book chapters on early cognitive and language development. She is a fellow of APS and the recipient of the 2016 Thérèse Gouin Décarie award and the 2019 Pickering award for contributions to developmental psychology in Canada. She is a member of the editorial board of a number of international journals, and an associate editor for Child Development. Her research has focused on the development of gender concepts, categorization, epistemic trust, bilingualism, and theory of mind.
Views by Two
Group 1 - Bayesian models vs. Process models
Denis Mareschal’s (BA physics, Cambridge; MA psychology, McGill; PhD psychology, Oxford) work combines mechanistic models of perceptual and cognitive development with empirical research in infancy and childhood. He has received the Marr prize from the Cognitive Science Society (USA), the Young Investigator Award from the International Society of Infant Studies (USA), and the Margaret Donaldson Prize from the British Psychological Society. He is currently Professor and Director of the Centre for Brain and Cognitive Development at Birkbeck University of London. Recent books include Neuroconstructivism (2007), The Making of Human Concepts (2010), and Educational Neuroscience (2013).
Michael Frank, Department of Psychology, Stanford University
Michael C. Frank is David and Lucile Packard Professor of Human Biology at Stanford University. He received his PhD from MIT in Brain and Cognitive Sciences in 2010. He studies language use and language learning, and how these interact with social cognition, focusing especially on early childhood. He is the organizer of the ManyBabies Consortium, a collaborative replication network for infancy research, and has led open-data projects including Wordbank and MetaLab. He has been recognized as a “rising star” by the Association for Psychological Science. His dissertation received the Glushko Prize from the Cognitive Science Society, and he is recipient of the FABBS Early Career Impact award and a Jacobs Advanced Research Fellowship. He has served as Associate Editor for the journal Cognition, member and chair of the Governing Board of the Cognitive Science Society, and was a founding Executive Committee member of the Society for the Improvement of Psychological Science.
Group 2 - Infant Social Cognition
A medical doctor and psychologist by training, working in the area of neonatal and foetal psychology and perinatal mental health. Reader, Psychology Department, School of Social Sciences, University of Dundee. Background: M.D. General Medicine, B.A. Psychology, M.A. Developmental Psychology, Ph.D Medicine. (Clinical Psychiatry and Psychology), Psychiatry Residency Training. Visit Website
Victoria Southgate, University of Copenhagen
I am Professor of Developmental Cognitive Neuroscience at the University of Copenhagen. My main area of interest is early social cognition, including Theory of Mind, action perception, group cognition and social learning. Previously, I spent many years at the Centre for Brain and Cognitive Development, first as a post-doc and later as a Wellcome Trust Research Career Development Fellow. I now hold a 5-year European Research Council Consolidator grant aimed at characterising the nature and development of infants’ perspective taking abilities.
Group 3 - Language
Larissa K. Samuelson is a Professor in the School of Psychology at the University of East Anglia. Dr. Samuelson received a BS with honors from Indiana University in 1993 and a joint Ph.D. in Psychology and Cognitive Science from Indiana University in 2000. From 2000-2015 she was in the Psychology Department at the University of Iowa. She is the recipient of the J.R. Kantor Graduate Award, and in 2010, she received the American Psychological Association Distinguished Scientific Award for Early Career Contribution to Psychology in the area of developmental psychology. Her research examines processes of cognitive development with a focus on early word and category learning and incorporates neural network and dynamic neural field models. She has authored over 40 journal articles and has had continuous funding from the National Institutes of Health since 2004. She is a non-UI affiliate of the DeLTA Center.
Originally trained as a theoretical linguist, Judit Gervain obtained her PhD in Cognitive Neuroscience from SISSA, Trieste, Italy in 2007. She then worked as a post doctoral researcher at UBC, Vancouver, Canada. In 2009, she took up a researcher position at the CNRS, in Paris, France, where she has been working first as a junior, then as a senior research scientist. Her research focuses on newborns’ and young infants’ speech perception and learning abilities and their neural correlates, investigating how these initial perceptual abilities lay the foundations for language acquisition, in particular for the development of structure and grammar. She is one of the pioneers of using near-infrared spectroscopy (NIRS) with young infants. Her work has been published in high-impact journals such as PNAS, Nature Communications etc. She is currently conducting an ERC-funded project investigating how prenatal experience with speech shapes early perceptual abilities and paves the way for language development.