About the Contributors

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Zheng Jin is an Associate Professor in Institute of Educational Science at Zhengzhou Normal Uni- versity in China. He is also a collaborative researcher in the University of California at Davis since 2012. He has been responsible for the coordination of several funded scientific research projects at National and Ministerial level. In addition to his research into Implicit Cognition, he has published many articles, book chapters, and conference papers on “psycholinguistics and perception” to understand Ecological Models that link perception with actions in cognitive processing, perceptual and motor skill, and so on.

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Albena Antonova is lecturer at Sofia University, Faculty of Economics and Business Administra- tion in the field of IST Implementation and Application in Business and Economics. She works on number of research implementation projects, related to knowledge management, e-learning, competence development, and serious games. Her main research interests include knowledge management, serious games, business and management education, service science, e-learning and TEL models and methods, e-Business, technology entrepreneurship, open innovations, and innovations management and living labs. She has more than 30 publications in the field.

Claudio Barbaranelli is full professor of Psychometry and researcher at the Department of Psy- chology, Sapienza University of Rome. He is the director of the Psychometry Laboratory (http://dippsi. psi.uniroma1.it/node/5669), where his research group is doing research on personality assessment and measurement, implicit measurement, social-cognitive models, occupational health and stress, work safety and security, and problem gambling. He is author of more than 100 articles in national and international journals, 5 books, and 10 psychological tests.

Christina Bermeitinger studied Psychology at the University of Göttingen, Germany (2001-2005). She changed to the Saarland University, Germany, where she received her Doctor degree in 2009. Since November 2009, Christina Bermeitinger is head of the Allgemeine Psychologie Department at the University of Hildesheim, Germany. Christina Bermeitinger is interested in cognitive psychology. Her main research is on attention, memory, consciousness, motor preparation, spatial representations, and emotional as well as motivational influences. Further, Christina Bermeitinger is interested in developmental questions, movement sciences, and media-related topics. Christina Bermeitinger mainly uses experimental designs and cognitive paradigms to study these questions. About the Contributors

Leslie R. Brody is Professor of Psychology at Boston University, past Director of the BU Clini- cal Psychology PhD program (1991 – 1996) and was the Marion Cabot Putnam Fellow at the Bunting Institute, Radcliffe College (1994 – 1995). She specializes in how gender and culture impact emotional functioning and how gender roles relate to mental and physical well-being. Most recently, she is working on gender role behaviors as predictors of health in women with HIV. Her books include Gender, Emo- tion, and the Family (Harvard U. Press, 1997) and Daughters of Kings: Growing up as a Jewish Woman in America (Faber & Faber, 1999).

Aoife Cartwright is a John Hume scholar and doctoral student at the National University of Ireland, Maynooth. Her research involves the construction and validation of functionally understood implicit test methodologies based on developments in the behavior-analytic tradition, with a particular emphasis on the development of tests for the analysis of implicit homonegative prejudice.

Caroline M. Crawford, EdD, is an Associate Professor of Instructional Technology at the University of Houston-Clear Lake in Houston, Texas, United States of America. Dr. Crawford earned her doctoral degree from the University of Houston in Houston, Texas, United States of America, in 1998, with specialization areas in Instructional Technology and Curriculum Theory, and began her tenure at the University of Houston-Clear Lake (UHCL) the same year. At this point in Dr. Crawford’s professional career, her main areas of interest focus upon communities of learning, communities of practice, the ap- propriate and successful integration of technologies into the learning environment, and the instructional design endeavours that support learner engagement and fulfilling professional understanding and implementation of the subject matter; the learning environment may be envisioned as face-to-face, hybrid, and online (virtual or text-driven, open or protected) environments.

Francesco Dentale is Post Doc researcher of Psychometry at the Department of Psychology. He is member of the Psychometry Laboratory, where the research group is doing research on personality assessment and measurement, implicit measurement, social-cognitive models, occupational health and stress, work safety and security, problem gambling. He is author of many international and national publications focused especially on the implicit measurement of psychological constructs.

Chad E. Forbes is an Assistant Professor of Psychology at the University of Delaware. With a back- ground spanning from molecular biology to complex social processes, Dr. Forbes utilizes behavioral methodologies as well as Electroencephalography (EEG), Functional Magnetic Resonance Imaging (fMRI), lesion studies, and genetic approaches to investigate social phenomena. Specifically, he exam- ines how priming negative stereotypes affects our perceptions as well as stigmatized individuals in our society (e.g. minorities and women) to ironically engender situations that inadvertently reinforce the stereotype. Dr. Forbes is currently funded by the National Science Foundation to develop a model that outlines how and why minorities and women are more likely to leave academics and STEM (Science, Technology, Engineering, and Mathematics) fields, respectively, as well as how these phenomena can be reversed. He has numerous publications on these topics in a wide array of journals, including Annual Reviews of Neuroscience, Cerebral Cortex, and the Journal of Personality and Social Psychology, and was recently recognized as a “Rising Star” by the American Psychological Association.

365 About the Contributors

Sabine Glock studied Psychology at the University of Saarland. After working as junior researcher at the Department of Social Psychology at the University of Saarland for two years, she started to work at the University of Luxembourg. In 2010, she received her PhD from the University of Saarland. Her PhD thesis focused on smoking and the smoking self. Since 2014, she is a member of the School of Educa- tion at the Bergische Universität Wuppertal, Germany. She is concerned with educational psychology, particularly with educational decision making and factors influencing educational decisions. Her main research interest is implicit cognition, particularly implicit attitudes. Her research focuses on the role of implicit attitudes for smoking and alcohol consumption. Thereby, she also concentrates on interventions that can influence implicit cognition in order to decrease smoking or alcohol consumption.

Lucija Jančec, PhD Student, works in a NGO (Non-Govermental Organisation) called “Naša djeca” (English: Our Children) in Opatija and is external teaching assistant at Faculty of Teacher Education, University of Rijeka in following subjects: Family Pedagogy, Pedagogy of Early Education and Teach- ing, Methodology of Early Learning and Teaching, Research and Cognitive Integrated Curriculum I, General Pedagogy. Her general interests are working with gifted children and children with disabilities and their parents, but also research of the hidden curriculum in education, its interrelatedness with other fields of research through interdisciplinary studies. Her study of the hidden curriculum is an important feature in the raising of awareness of microelements in pedagogical work be it in institutions as well as out of institutional life. She has been actively involved within various interdisciplinary parents and experts groups.

Gwendolyn A. Kelso is a Doctoral candidate in Clinical Psychology at Boston University. She is interested in the influence of social and cultural factors on psychological functioning.

Jordan B. Leitner is a postdoctoral fellow at University of California, Berkeley. Dr. Leitner inves- tigates how self-regulatory motivations and social threats influence attention, memory, and behavior. Specifically, Dr. Leitner aims to understand how self-enhancement and self-protective motivations influence attention and perception of negative stereotypes and social rejection. Dr. Leitner also exam- ines the intrapersonal and interpersonal factors that influence the self-regulation of behavior. To best understand the implicit and explicit processes that contribute to these phenomena, Dr. Leitner employs a multi-method approach, incorporating EEG/ERP methods with cognitive and behavioral techniques. Dr. Leitner has published his work in Personality and Social Psychology Bulletin, Journal of Cognitive Neuroscience, Journal of Experimental Social Psychology, and Psychological Science.

Daisuke Nakamura is a part-time lecturer at Aoyama Gakuin University, Tokyo, Japan. He has a PhD in literature from the department of English at Aoyama Gakuin University. His current research interests are individual differences in implicit learning, methodological considerations of consciousness in relation to both natural and artificial language learning, and frequency effects on construction learning. His research has been published in International Review of Applied Linguistics in Language Teaching and Polish Psychological Bulletin.

366 About the Contributors

Pellas Nikolaos is a PhD Candidate at the Department of Product and Systems Design Engineering, University of the Aegean, in Greece. He holds a Master’s degree in Education. His thesis was about the utilization of social virtual worlds in e-Education. His research interests include the use of ICT in e-Εducation with more emphasis on contemporary instructional formats with open-source virtual worlds as “Metaverse” skins for collaborative learning tasks. He has extensive experience in the utilization of virtual worlds in Secondary and Higher Education, and more than 17 publications in journals, book chapters, and international (or national) conferences.

Anthony O’Reilly was awarded his MSc in Forensic Psychology by the University of Kent in 2008 and his PhD in Psychology in 2013 from NUI Maynooth. His research has thus far primarily focused on the experimental analysis of implicit attitudes and the development of functionally understood methodologies for detecting the histories of verbal behaviour that underpin attitudes. More generally, his research seeks to extend the functional understanding of the processes and histories that generate and maintain attitudes and other cultural/verbal behaviour.

Andrew J. Pantos is an Assistant Professor of Linguistics at Metropolitan State College of Denver. He earned his PhD from Rice University in 2010 and a JD from the University of Texas in 1984. Dr. Pantos is a sociolinguist who focuses on language attitudes and their cognitive processing, identity, discourse, sociophonetics, forensic linguistics, and issues of language and gender and sexuality.

Ineke M. Pit ten-Cate studied experimental Psychology at the University of Utrecht, The Nether- lands and Pedagogy at the University of Nijmegen, The Netherlands. She has worked both clinically and academically in different international settings and has been particularly interested in the processes that underlie psychosocial (dys)function of children with chronic illness and physical disability and their families. She was awarded her PhD in 2004 by the University of Southampton based on her thesis, “Family Adjustment to Disability and Chronic Illness in Children.” Her studies have focused on children’s developmental outcomes and brain-behavior links as well as the adjustment of (grand)parents and siblings. Since joining the university in Luxembourg in May 2011, she has been involved in teaching and research concerning the diagnostic competence of teachers in regards to the judgment of student achievement and associated decision making.

Bryan Roche was awarded a PhD in Psychology in 1995 from University College Cork. His research interests are in the experimental analysis of complex human behaviour, and in particular in the analysis of language and cognitive processes. He employs the concepts of Relational Frame Theory in the development of implicit testing methods, the analysis of human avoidance learning and anxiety, human sexuality, as well as in the development of teaching protocols to enhance general cognitive functioning (RaiseYourIQ.com). He was co-editor of the first major text on relational frame theory, Relational Frame Theory, in 2001 as well as the follow-up text, Advances in Relational Frame Theory, in 2013. He is author of over 70 research papers and book chapters.

367 About the Contributors

Marion S. Smith, PhD, is an Associate Professor in the Department of Management Science at Texas Southern University’s Jesse H. Jones School of Business in Houston, Texas, United States of America. Dr. Smith’s areas of expertise include statistical analysis, programming, management and reasoning, online, blended, and face-to-face understanding of the andragogical learning environment, storytelling as a cognitive support tool within mathematical and statistics learning environments, and innovative ideas revolving around the instructional integration of technological supports. Dr. Smith earned her PhD from the University of Houston, her MBA from Rensselaer Polytechnic Institute, and her BS from Rensselaer Polytechnic Institute.

Sanja Tatalović Vorkapić, Ph.D., Assistant Professor, currently teaches students at Faculty of Teacher Education, University of Rijeka in: Developmental psychology, Psychology of early learning and teaching, General psychology, Emotional intelligence, Developmental psychopathology, Methodology of quantitative research and Positive psychology. Her contemporary research interests include biological basis of personality, personality of (pre)school teachers and child personality, contemporary issues from developmental psychopathology and methodology of quantitative research, positive psychology (well- being, optimism, life satisfaction, virtues) and its relationship with other fields through interdisciplinary studies, and also study programs for (pre)school teachers. She has published numerous psychology related articles and has been actively involved within various interdisciplinary research projects.

Michele Vecchione is researcher of “Psychometric Theory” at the department of Psychology (Sa- pienza University of Rome). He is member of the Psychometric Laboratory, where the research group is doing research on personality assessment and measurement, implicit measurement, social-cognitive models, occupational health and stress, work safety and security, and problem gambling. He is the author of several international and national publications focused on personality assessment.

Jurka Lepičnik Vodopivec is a full professor of Pedagogy at the Faculty of Education at the University of Primorska. Her professional and scientific work focuses on teaching and researching communication, education for a sustainable future, and media studies. Recently, she had engaged in the professional development of preschool teachers, competences and ICT competences of preschool teachers and children, and in hidden curriculum. She is the head of the Department for the Educational Sciences and the Deputy Dean for the International Cooperation, Quality, and Development at the Faculty of Education at the University of Primorska.

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