Dr. Scott P.Johnson, University of California

Dr. Scott Johnson received his Ph.D. in 1992 from Arizona State University. His research concerns the origins and development of perception and cognition in humans, with a focus on attention, speech perception, face perception, object knowledge, learning mechanisms, and brain development. Dr Scott Johnson is lab director at the UCLA Baby lab.
EyeTracKids2010_Scott.pdf



Dr. Susan Rivera, University of California at Davis

Dr. Rivera conducts research on the origins and development of
symbolic representation in both infants and children. She uses
classic behavioral as well as neuroimaging (fMRI) techniques
to investigate such things as the development of dorsal vs.
ventral visual processing, object representation, numerical
cognition and affective processing. As a member of the UC
Davis M.I.N.D. Institute, she also conducts research contrasting
typical development with that of children with neurodevelopmental disorders including Autism and fragile X Syndrome. One of her
main research goals is to build a framework for integrating the previously disparate methodological and theoretical orientations of cognitive developmental and
neuroscience research. By employing a variety of converging research techniques,
she strives to elucidate the complex brain-behavior relationships that underlie cognitive development.

Presentation Title: "Tracking” Infant Development: 4 Experimental Designs and Analysis

Rivera_Farzin_EyeTracKids_Nov09_final.pdf


Dr. Robin Panneton, Virginia Tech

In the Infant Perception Lab, we study infants' attention to events that have relevance for their early development, especially language learning, indexed by both behavioral and psychophysiological (HR) measures. We test infants of all ages, in tasks that are designed to be interesting for them and for us. Here are some of our current projects:
Do infants integrate information in both the face and the voice of an adult female speaker? Does the emotion of the speaker affect infants' abilities to pay attention to words? How do infants pay attention to speech in the presence of background noise? Does the extent of an infant's attention to faces and voices predict their subsequent level of language skill at a later age? When infants are viewing videos of female speakers (including their own mothers), where precisely are they looking? 

Presentation Title:   Using eyetracking as a window into infants’ emerging social attention

EyeTracKids_Robin_Panneton.pdf

Dr. Helen Tager-Flusberg, Boston University

The overall aims of the research conducted in our lab address questions about the essential characteristics of the cognitive/psychological phenotype that define different neurodevelopmental disorders with special interest in autism, specific language impairment (SLI) and Williams syndrome. Our goals are: 1) to define the disorders themselves- i.e., to shed light on the nature of the deficits and spared capacities that are unique and specific to particular syndromes; and 2) to identify cognitive “markers” that will facilitate research on underlying genetics (especially for autism and SLI, which are both complex genetic disorders) and the neuropathology of the syndromes.

Presentation Title: Using eye-tracking measures to investigate social-cognitive phenotypes in neurodevelopmental disorders

Tobii UC Davis 11-09_Helen Tager-Flusberg.pdf


Dr Kevin Miller, University of Michigan

My work involves either or both of naturalistic studies of classroom processes based on videotaping classroom lessons, and comparisons between children growing up in Mainland China and the United States. In general, I’m interested in: Relations between schooling and children’s cognitive development; Cross-cultural comparisons of educational and developmental processes; Teacher thinking and information-processing, particularly “on-line” decision-making in the course of instruction; and Relations between literacy and mathematical development.