U Albany and Haskins Laboratories
Laurie Feldman is Professor of Psychology at The University at Albany, State University of New York and Senior Scientist at Haskins Laboratories in New Haven, CT. Her research focuses on how speakers of a language understand and produce words composed of several meaningful components (morphemes). It spans native language processing of several languages with very different structures (viz., HEBREW, SERBIAN, CHINESE as well as ENGLISH) and mastery of past tense inflectional morphology in English among speakers and readers with non-native as well as native proficiency. Much of the work is conducted abroad and has been supported by fellowships from NAS and from NSF/WISC (AAAS). She has a history of support from NICHD to Haskins Laboratories. She edited a volume entitled Morphological Aspects of Language Processing. She serves on the editorial boards of Journal of Experimental Psychology: Learning, Memory, and Cognition and Mental Lexicon. She is a fellow of the Association for Psychological Science. She worked on the salary task force at The University at Albany.
Penn State Univ.
Judith Kroll is Distinguished Professor of Psychology, Linguistics, and Women's Studies and Co-Director of the Center for Language Science (http://www.cls.psu.edu) at Pennsylvania State University. Together with Annette de Groot, she co-edited Tutorials in Bilingualism: Psycholinguistic Perspectives (1997, Erlbaum) and the Handbook of Bilingualism: Psycholinguistic Approaches (2005, Oxford). She served as a co-editor of Bilingualism: Language and Cognition from its founding in 1997 until 2001 and its coordinating editor from 2001-2002. She serves on the editorial boards of Journal of Memory and Language, Journal of Experimental Psychology: Learning, Memory, and Cognition, International Journal of Bilingualism, and Psychological Science, and on the governing board of the Psychonomic Society. She is a fellow of the Association for Psychological Science and of Division 3 of the American Psychological Association. The research that she and her students conduct concerns the acquisition, comprehension, and production of two languages during second language learning and in proficient bilingual performance. Their work, using behavioral and neurocognitive methods, is supported by grants from the National Science Foundation and the National Institutes of Health.
Stony Brook University
Suparna Rajaram is Professor of Psychology at Stony Brook University. Her research focuses on memory and amnesia in humans. Her interests include the distinction between implicit and explicit memory and an experimental analysis of the cognitive processes that underlie memory functions and new learning, both in memory-intact and amnesic individuals. More recently, Rajaram’s research has expanded to the study of collaborative memory in groups and of the influences of the social and group contexts on individual memory. Rajaram is a Fellow of the American Psychological Association (APA) and of the Association for Psychological Science (APS). She is an elected member (2004-2009, Chair – 2008) of the Governing Board of the Psychonomic Society. She has served as Associate Editor of Psychological Science (2007-2008) Psychological Bulletin and Memory & Cognition. Rajaram’s research and professional activities have been supported by the National Institutes of Mental Health, the National Science Foundation, and the Russell Sage Foundation.
University of Pittsburgh
Natasha Tokowicz is Associate Professor of Psychology and Linguistics and Research Scientist at the Learning Research and Development Center at the University of Pittsburgh. Her research focuses on adult second language learning and bilingualism. She is also interested in the role of individual differences in language processing. She is currently on the editorial boards of Bilingualism: Language and Cognition and the Journal of Cognitive Psychology.
Janet Van Hell
Pennsylvania State University
Janet van Hell received her Ph.D. from the University of Amsterdam in 1998. She is currently Professor of Psychology and Linguistics, Director of the Linguistics Program, and Associate Director of the Center for Language Science at the Pennsylvania State University. Her research focuses on second language learning and bilingualism as well as later language development in children with typical or atypical language development. Her research has an interdisciplinary orientation as she combines behavioral, neuropsychological, and linguistic techniques to study language development and language processing. Her research is supported by grants from, amongst others, the Dutch National Science Foundation, the Dutch Ministry of Education, Culture, and Science, and research institutes within the Radboud University Nijmegen. In 2005 Janet van Hell was appointed as a member, and in 2007 elected as a board member, of De Jonge Akademie (the Young Academy) of the Royal Netherlands Academy of Arts and Sciences. Janet van Hell is also board member of the Dutch Psychonomic Society. She co-organizes Women in Cognitive Science meetings at Psychonomics, and the bi-annual European Conference of Cognitive Psychology (2003-now). Janet is currently Editor of the Journal of Cognitive Psychology.
Teresa Bajo is a professor of Psychology in the Department of Experimental Psychology at the University of Granada in Spain. Her research is supported by grants from Spanish Ministry of Science and by the Andalucian Excellence in Science Program. She has served on the Executive committee of the European Society for Cognitive Psychology, becoming President in 2005. Her research interest is on understanding complex skills such as translation and interpreting, and on how working memory and executive functions supports several aspects of these skills. She is also interested in inhibition in the control of memory and in language selection. She has also pursuit research on individual differences in memory control in both individual that differ in age and in individuals with altered memory functions.
Morton Ann Gernsbacher
University of Wisconsin-Madison
Morton Ann Gernsbacher is Vilas Research Professor and the Sir Frederic C. Bartlett Professor at the University of Wisconsin- Madison, where she studies cognitive processes and mechanisms. Gernsbacher is a fellow of SEP, APA (Divisions 1, 3, and 6), APS, AERA, and AAAS. She has served as the William James Lecturer, APA Distinguished Scientist Lecturer, President of APS, President of the International Society for Text and Discourse, President of APA’s Division of Experimental Psychology, Member-at-Large of AAAS, Chair of APA’s Board of Scientific Affairs, and member of the Governing Board of the Psychonomic Society. She is currently President-Elect of the Foundation for the Advancement for Behavioral and Brain Sciences. Gernsbacher is an award winning teacher, who in 1998 received the Hilldale Award for Distinguished Professional Accomplishment, the highest award bestowed by the University of Wisconsin-Madison faculty. She has served as editor of Memory & Cognition, co-editor of Psychological Science in the Public Interest, and associate editor of Cognitive Psychology.
Randi C. Martin
Randi C. Martin is the Elma Schneider Professor of Psychology. She is editor of the Journal of Experimental Psychology: Learning, Memory, and Cognition. She is a fellow of the American Psychological Association, the American Psychological Society and the American Association for the Advancement of Science. She was recently elected a member of the Society of Experimental Psychologists. Her research on short-term memory and language processing in aphasia has been continuously funded by the National Institutes of Health (NIH) since 1984. Currently, her research focuses on the role of interference and retrieval from working memory during sentence production and comprehension.
Nora S. Newcombe
Nora S. Newcombe is Professor and James H. Glackin Fellow at Temple University. Her Ph.D. is from Harvard University. Her research focuses on spatial development and the development of episodic memory. Dr. Newcombe is the author of numerous chapters, articles, and books, including Making Space (with Janellen Huttenlocher). Her work has been recognized by awards including the George A. Miller Award and the G. Stanley Hall Award. She has served as Editor of the Journal of Experimental Psychology: General and Associate Editor of Psychological Bulletin. She is currently PI of the NSF-funded Spatial Intelligence and Learning Center.
Mary A. Peterson
University of Arizona
Mary A. Peterson received her Ph.D. from Columbia University in 1984 and is currently Professor in the Department of Psychology and Research Social Scientist in the Cognitive Science Program at the University of Arizona. Her research focuses on visual cognition, in particular, on the competitive processes involved in figure and ground assignment, the role of past experience and context in perceptual organization, and the use of implicit measures to index shape learning. She is a Fellow of the American Psychological Society and of the American Psychological Association and a member of the Society of Experimental Psychologists. She was Associate Editor of the Journal of Experimental Psychology: Human Perception and Performance (1996-1999) and is currently on the editorial boards of that journal and Psychonomic Bulletin & Review. With Gillian Rhodes, she co-edits a book series "Advances in Visual Cognition" for Oxford University Press.
Mary C. Potter is a professor of Psychology in the Department of Brain and Cognitive Science at MIT. She got her B.A. from Swarthmore College in 1952 and her Ph.D. from Harvard in 1961. She has served on the Board of the Psychonomic Society, becoming Chair in 1991. She was Chair of the Faculty at MIT in 1985-87. She was on the Executive Committee of Attention and Performance, 1994-2002. She is a Fellow of the APA and APS, and a member of the Society of Experimental Psychologists.Her research interests are in high-level visual perception, attention, and memory, as well as psycholinguistics and picture comprehension. She is particularly interested in processes that occur in the first second or two after a stimulus has been presented, a period when conceptual short termmemory (CSTM) permits high-level comprehension.
Virginia Valian is Distinguished Professor of Psychology and Linguistics at Hunter College and the CUNY Graduate Center. She works in two domains: first and second language acquisition and gender equity. In language acquisition she studies syntactic competence and performance, using a variety of methods and investigating a range of languages (http://www.hunter.cuny.edu/littlelinguist). She is currently particularly interested in logical arguments and empirical evidence concerning innateness and in mechanisms of acquisition. In gender equity she studies the reasons behind women's slow advancement in the professions and proposes remedies for individuals and institutions (http://www.hunter.cuny.edu/gendertutorial; http://www.hunter.cuny.edu/genderequity). She is currently particularly interested in cross-national differences and similarities in gender equity and in what determines who receives awards and prizes.