Lucy Bowes, University of Oxford
Lucy Bowes is Professor of Developmental Psychopathology at the University of Oxford, and PI of the oRANGE lab (Oxford risk and resilience, genes and environment). She received her Ph.D. in Behavioral Genetics from the Institute of Psychiatry, King’s College London. Lucy’s research examines how adverse experiences such as bullying, and maltreatment influence emotional and behavioural development across childhood and adolescence. Her research integrates methods from social epidemiology, behavioural genetics and developmental psychology in order to understand the complex processes that influence children’s responses to adversity. The overarching aim of her research is to guide intervention work, policy and practice by identifying factors that promote positive outcomes among vulnerable children.
Willem Frankenhuis, Utrecht University
Willem Frankenhuis is an Associate Professor of Psychology at Utrecht University in the Netherlands and a Senior Researcher at the Max Planck Institute for Research on Crime, Security and Law in Freiburg, Germany. He studies how people develop in harsh and unpredictable conditions. His empirical work focuses on (1) hidden talents, abilities that are enhanced by adversity, and (2) reasonable responses to adverse conditions, even if these responses entail costs. His theoretical work focuses on how adaptive processes—evolution, development, learning—tailor individuals to environmental conditions. He uses mathematical modeling to explore in which conditions natural selection favors sensitive periods in development, and how experiences shape the features of these periods, such as their timing and duration.
Tilbe Göksun, Koç University
Tilbe Göksun is an Associate Professor of Psychology at Koç University and the director of the Language & Cognition Lab (https://lclab.ku.edu.tr/). Her primary research involves language-thought interaction across developmental time, early language learning, and multimodal language processing and production in different populations. Her work employs interdisciplinary perspectives, focusing on multi-method and cross-linguistic research with multilevel analyses. She received many national and international awards (e.g., James S. McDonnell Human Cognition Scholar award, Young Outstanding Scientist Awards of Turkish Academy of Sciences and Science Academy of Turkey) and serves on the Cognitive Science Society Governing Board.
Mark Johnson, University of Cambridge
Mark Johnson is Professor of Experimental Psychology and Head of the Department of Psychology at the University of Cambridge. He has published over 360 papers and 10 books on brain and cognitive development in human infants, children and in other species. His laboratory currently focuses on typical, at-risk and atypical functional brain development in human infants and toddlers using a variety of different brain imaging, cognitive, behavioural, genetic and computational modelling techniques. This research program includes studying the effects of being raised in low SES households on later cognitive and brain function.
He is an elected fellow of several academic societies, including the Association for Psychological Science (2004), the Cognitive Science Society (2012), the British Academy (2011), and the American Academy of Arts and Sciences (2019). He is also recipient of awards such as the Queen’s Anniversary Prize (2006), the BPS President’s Award (2008), the EPS mid-career award (2009), the Huttenlocher Prize (2015), the William Thierry Preyer Award (2017; joint with Annette Karmiloff-Smith), and the APS mentor award (2019).
Markus Paulus, Ludwig-Maximilians-University of Munich
Prof. Markus Paulus is Professor for Developmental and Educational Psychology at the Ludwig-Maximilians-Universität in Munich, Germany. His research focuses on the early emergence of prosocial behavior and moral concerns, the development of social understanding and the self, and how these abilities are shaped by social interactions. In 2013, he received the George-Butterworth-Award of the EADP, and in 2016 the ICIS Distinguished Early Career Award. From 2016 to 2022, he conducted a project founded by the European Research Council (ERC) on the development of the moral self-concept exploring how the understanding of self as a good person emerges in development, and how it relates to actual other-oriented behavior.
Kirsi Peltonen, University of Turku
Kirsi Peltonen is a Senior Researcher at INVEST Flagship, University of Turku Finland. Her research has focused on the impact of war and violence on child and adolescent development. Her main interest is on the effectiveness of interventions supporting mental health and treating trauma symptoms. Implementing research into society has been an important part of her work. She has trained professionals in multiple fields to support traumatized children and she holds several positions of trust in the field of mental health both nationally and internationally. She was recently awarded with Young Minds Prize of the European Society for Traumatic Stress Studies.
Tania Zittoun, University of Neuchâtel
Tania Zittoun is professor in sociocultural psychology at the University of Neuchâtel (Switzerland). She studies learning and development in the lifecourse; after having studied transitions in young people’s lives, into parenthood and in adulthood, she is currently working on the development of older persons. On a theoretical level, she develops a semiotic cultural psychology in dialogue with psychoanalysis, and the social sciences. Her work particularly examines the role of religion, fiction, the Arts and other resources, and more generally of imagination, in human development.
She is Associate Editor of Culture & Psychology, and her monographs include Transitions. Development through symbolic resources (InfoAge pub, 2006), Human development in the lifecourse. Melodies of living (CUP, 2013, with J. Valsiner and 4 other co-authors), and Imagination in Human and Cultural development (Routledge, 2016, with Alex Gillespie). She is currently preparing a book on The Pleasure of Thinking (CUP, forth.).