Website: http://ccpweb.wustl.edu/barch.html

Lab website: http://ccpweb.wustl.edu/

Deanna M. Barch, Ph.D. is Associate Professor of Psychology, Psychiatry and Radiology at Washington University in Saint Louis, MO. After receiving her undergraduate degree from Northwestern University, Dr. Barch completed graduate school at the University of Illinois in Champaign-Urbana and an NIMH sponsored postdoctoral fellowship at Western Psychiatric Institute and Clinic at the University of Pittsburgh Medical School. Dr. Barch’s research focuses on the cognitive and affective neuroscience of schizophrenia, with a specific focus working memory and episodic memory function in schizophrenia and those at risk for this disorder. Her research incorporates a number of methodologies, including functional neuroimaging and experimental cognitive methods. In recent work, Dr. Barch has begun to explore the degree to which deficits in episodic and working memory are endophenotypic markers of risk for the development of schizophrenia, with the dual goals of better understanding the pathophysiology of this disorder and of identifying predictors of psychosis development. In 2002 Dr. Barch received the American Psychological Association’s Distinguished Scientific Award for Early Career Contribution to Psychology in the area of Psychopathology, and also received the Joseph Zubin Memorial Fund Award. She is presently an Associate Editor for the Journal of Abnormal Psychology and serves as a reviewer for numerous other scientific journals and granting agencies. She presents frequently at national and international conferences. Dr. Barch is also a member of the Neurocognition Committee as part of the NIMH sponsored Measurement and Treatment Research to Improve Cognition in Schizophrenia and Treatment Units for Neurocognition in Schizophrenia projects, which are both focused on facilitating the development of and testing of procognitive (including memory) pharmacological agents for use in individuals with schizophrenia.

Website: http://www.artsci.wustl.edu/~jlbermud/

José Luis Bermúdez is Professor of Philosophy at Washington University of St Louis, where he holds a joint appointment as Director of the Philosophy-Neuroscience-Psychology program. He is also Director of the Center for Programs in Arts and Sciences. Dr Bermúdez graduated from Cambridge University in 1988 and received his PhD in 1992. Before coming to Washington University in St Louis he was Professor and Chair of the Philosophy department at the University of Stirling, UK.

Professor Bermúdez's research interests are primarily in interdisciplinary philosophy of mind and philosophy of psychology. Topics of recent interest include the nature of mental content, models of psychological explanation, the role and origins of self-consciousness and the possibility of thought without language. His books include The Paradox of Self-Consciousness (MIT, 1998), Thinking Without Words (Oxford, 2003), and Philosophy of Psychology: A Contemporary Introduction (Routledge 2005). Professor Bermúdez is currently writing a textbook on cognitive science.

Website: http://ccpweb.wustl.edu/braver.html

Lab website: http://ccpweb.wustl.edu/

Todd Braver is an Associate Professor of Psychology at Washington University. He studies the cognitive and neural mechanisms underlying memory, attention, and controlled processing. His research approach combines computational modeling (using connectionist frameworks), functional neuroimaging (using fMRI and PET methods), and behavioral studies (in normal and clinical populations, and under pharmacological challenge). Ongoing projects include testing model predictions regarding (1) how the prefrontal cortex represents and maintains information in working memory; and (2) how the dopamine neurotransmitter system regulates control over these processes. He is co-director of the Cognitive Control and Psychopathology Laboratory in Psychology.

Shushan Cai is Professor of Philosophy at Tsinghua University, Director of CPCS (Center for Psychology and Cognitive Science) of Tsinghua University, and Director of the Program of Cognitive Science sponsored by Ministry of Education of China. He received his Ph.D. from Academy of Social Science of China in 1992. He was a visiting scholar at Harvard University, 2004-2005. Now, he is Chairman of CALS (Chinese Association for Logic and Semiotics), Standing Council Member of CAL (Chinese Association of Logic), also Assessor of IUHPS/DLMPS (International Union of History & Philosophy of Science /Division of Logic, Methodology and Philosophy of Science), Council Member of IASS/AIS (International Association for Semiotics Studies), Fellow of ICI (International Communicology Institute), First Vice-Chairman of the Organizing Committee of the 13th International Congress of Logic, Methodology and Philosophy of Science.

Shushan Cai's Publications include: Speech Acts and Illocutionary Logic, (China Social Sciences Press 1998); Language, Logic And Cognition: An Essay In Language, Logic And Philosophy (Tsinghua University Press, 2007); Formal Theory of Natural Language (People's Publishing House, 2007). Over 100 papers have been published in journals and in proceedings in China or internationally.

Shushan Cai's research areas are: Logic (especially in mathematical logic, modal logic, many-valued logic, philosophical logic, logic and language, etc.); Philosophy (especially in philosophy of language, philosophy of mind, philosophy of science, etc.); Some special fields in cognitive science (such as cognitive logic, logic and psychology, etc.) In PNP, his interest is logical and computational modeling.

Website: http://artsci.wustl.edu/~pnp/people/craver/

Carl F. Craver is an Associate Professor in Philosophy and PNP at Washington University in St. Louis. His book, Explaining the Brain: Mechanisms and the Mosaic Unity of Neuroscience (Clarendon Press: Oxford, U.K.), defends a mechanistic account of the norms of explanation in neuroscience. His approach is historical, in that it is grounded in detailed case studies from the history of neuroscience, and it is philosophical in that it attempts to justify claims about what ought and ought not to count as acceptable explanations in neuroscience. He has published articles in Philosophy of Science, the Journal for the History of Biology, Studies in History and Philosophy of Science C (Biology and Biomedical Sciences), Biology and Philosophy, Synthese, and Philosophical Psychology.

His current work concerns the conceptual foundations of electrophysiology and the role, if any, of episodic memory in agency (especially moral agency).

The first project explores the unification of neuroscience with physics and chemistry by revealing the path by which scientists came to view the brain and its components as an electrical device. In the course of this history, neuroscientists brought the explanatory resources from the study of electrical phenomena in the inorganic world to bear upon the electrical potentials generated by neurons. I am particularly interested in the connection between the techniques that made this conceptual unification possible, the perspectives contributed by different disciplinary backgrounds, and the metaphysical convictions shot throughout the effort to demonstrate the existence of electrical phenomena in living organisms and to relate those biological forms of electricity to basic physical principles.

The second project explores the relation of episodic memory to agency. I plan to investigate of patients with different deficits in episodic memory (and autonoetic consciousness more generally). Episodic memories are memories of past events accompanied by autonoetic awareness, that is, awareness that one has previously experienced that event. The fundamental question is: How do different kinds of episodic memory deficits alter one’s ability to function properly as a moral agent or a moral patient. This project combines descriptive facts about the capacities of people with these sorts of deficits and philosophical arguments about the requisite capacities for one to be considered an autonomous and competent moral agent or a proper subject of moral concern. The case of memory is a test-case for a clinical moral psychology, which identifies the cognitive capacities that contribute to our proper functioning as agents who learn, embrace, obey, enforce, reflect upon, and reject norms.

Minghu Jiang has a B.E in radio-technology (Shangdong University, 1984) and Ph.D. in signal and information processing (Beijing Jiaotong University, 1998). He is Professor and Head of Lab of Computational Linguistics, School of Humanities and Social Sciences of Tsinghua University.

Dr. Jiang's research interests are natural language processing, neural networks for language processing and pattern recognition and artificial intelligence and has published widely on these topics. The specific research topics include: "Limited Chinese Information Processing and Semantic Understanding Based on Content", "Key Technology for Internet Intelligent Index System", "Recognition and Understanding of Oracle-Bone Inscriptions Based on Knowledge Mining and Semantic Analysis", and "Mining, Obtaining and Processing of Normative Text Knowledge". Currently, he is working on "Text classification based on cognitive mechanism and semantic features", supported by the national natural science foundation.

Website: http://kuperberglab.nmr.mgh.harvard.edu/people/gina_bio.htm

Lab website: http://www.nmr.mgh.harvard.edu/kuperberglab/

Gina R Kuperberg, MD PhD, is an Associate Professor in the Dept. of Psychology at Tufts University and an Associate Psychiatrist in the Dept. of Psychiatry at Massachusetts General Hospital. She earned her MD at St. Bartholomew's Medical School, London, and her PhD in Psychology and Cognitive Neuroscience at Kings College, University of London. She completed an internship at St. Bartholomew's Hospital, a residency in psychiatry at the Maudsley Hospital and Institute of Psychiatry, London, and research fellowships in neuroimaging and cognitive electrophysiology at the Athinoula A. Martinos Center for Biomedical Imaging, Massachusetts General Hospital, Boston, and the NeuroCognition Lab at Tufts University.

Dr. Kuperberg has a joined Lab across Tufts University, Department of Psychology and the Martinos Center for Biomedical Imaging (Mass. General Hospital). Dr. Kuperberg's Lab focuses on the cognitive neuroscience of thought and language in psychiatric disorders (particularly schizophrenia) and in healthy individuals. She is the Principal Investigator on several studies that use multimodal imaging techniques--cognitive event-related potentials (ERPs), magneto-encephalography (MEG) and functional magnetic resonance imaging (fMRI)--to study both the temporal and spatial dimensions of cognition in the brain.

Dr. Kuperberg has published in a wide range of journals in cognitive neuroscience (Journal of Cognitive Neuroscience, Cognitive Brain Research, Psychophysiology), psychology (Journal of Abnormal Psychology, Psychological Medicine, Language and Cognitive Processes), psychiatry (Archives of General Psychiatry) and neuroimaging (Human Brain Mapping), and has also written several reviews and book chapters in her field. She is Principal Investigator on an RO1 from the National Institute of Mental Health (NIMH), two Awards from the National Alliance for Research into Schizophrenia and Depression (NARSAD and the Sidney Baer Trust), a Claflin Distinguished Scholar Award from Harvard University and project grants from the Mental Illness and Neuroscience Discovery Institute (MIND).

Hong Li is a Professor of Institute of Education at Tsinghua University, Beijing. Li Hong received her training in psychology in Beijing Normal University in the 1980s, and earned her Ph.D. degree at the University of Hong Kong. She has been involved in several research projects, including several national projects of youth mental health, and youth life quality. The studies had very strong practical implications for young people, especially for college students. The results of the study would serve to the guidance of mental health courses and counseling practices at universities in Mainland, and would develop some measuring instruments for mental health and stress. Dr. Li has published extensively in mental health, youth stress, youth self-esteem, youth adjustment and in marital satisfaction. Her recent publications mainly focused on the development of some measures for mental health, stress and coping, which are very significant in China because there was little literature in Chinese in this field. Dr. Li has three books that were published in recent years. One of them, entitled Health Psychology, is a text book for college students in which she introduced her new theory of vision in life as a coping resource. Dr. Li and her Hong Kong colleague have also conducted some comparison studies on marital satisfaction between Hong Kong and Beijing couples.

Lab website: http://psychweb.psych.duke.edu/department/marsh/

Dr. Marsh received her B.A. in Psychology from Drew University in 1994. She then went to Stanford University, where she studied human memory with Dr. Gordon Bower and Dr. Barbara Tversky. Dr. Marsh received her Ph.D. in cognitive psychology in 1999. She then completed a postdoctoral research fellowship at Washington University in St Louis, working primarily with Dr. Henry L. Roediger, III. Dr. Marsh arrived at Duke in the summer of 2003 and is currently busy setting up her lab on human memory. Memory projects in the lab span a variety of areas, including eyewitness testimony, déjà vu, autobiographical memories, how people represent information from fictional sources, and the educational implications of testing.

Lab website: http://www.unc.edu/~bkpayne/

Keith Payne is an Assistant Professor in the Department of Psychology at the University of North Carolina, Chapel Hill.

Website: http://artsci.wustl.edu/~rtreiman/

Lab website: http://artsci.wustl.edu/~rtreiman/lab/index.html

Dr. Rebecca Treiman has a B.A. in linguistics (Yale University, 1976) and a Ph.D. in psychology (University of Pennsylvania, 1980). Not surprisingly, given this background, her research interests span psychology and linguistics. Many of her studies investigate the acquisition of reading and spelling skills. Specific topics that she has looked at include the types of mistakes that children make in learning to spell in English and other languages, the effects of dialect on spelling, and the processes by which children and adults identify printed words. Much of her work involves typically developing children, but she has also studied reading and spelling in deaf children and in children with dyslexia. One of the main themes of her research is that children's spelling errors, odd as they sometimes appear, often make linguistic sense. They reflect the knowledge about spoken language and the knowledge about writing that children bring with them to the literacy learning task.

Dr. Treiman has published many articles and chapters on these topics, as well as the book, Learning to spell: A study of first grade children. She has also edited several books. Her research has been supported by grants from the National Institutes of Health and Human Development, the National Science Foundation, the Spencer Foundation, and the March of Dimes Birth Defects Research Foundation. Dr. Treiman has served on federal grant review panels, has been the editor of a major journal in her field (Journal of Memory and Language), and reviews regularly for journals in psychology, linguistics, and education.

James V. Wertsch is Marshall S. Snow Professor of Arts and Sciences at Washington University in St. Louis. He received his Ph.D. from the University of Chicago in 1975 and has been on the faculty of Northwestern University (1976-85), the University of California, San Diego (1985-87), Clark University (1988-95), and Washington University (1995-present). He has also been a visiting faculty at Moscow State University, the University of Utrecht, the University of Sevilla, and the University of Oslo. At Washington University he is Director of the McDonnell International Scholars Academy, Director of International and Area Studies, and Professor in the Department of Anthropology.

Among Wertsch's publications are: Vygotsky and the Social Formation of Mind (Harvard University Press, 1985); Voices of the Mind: A Sociocultural Approach to Mediated Action (Harvard University Press, 1991); Mind as Action (Oxford University Press, 1998), Voices of Collective Remembering (Cambridge University Press, 2002), Enough! The Rose Revolution in the Republic of Georgia. (co-edited with Zurab Karumidze, Nova Press, 2005), and The Cambridge companion to Vygotsky (co-edited with Harry Daniels and Michael Cole, Cambridge University Press, 2007). His research is concerned with language, thought, and culture, with a special focus on text, collective memory, and identity.

Wertsch has been awarded honorary doctorates from the Linkoping University and the University of Oslo, he is an honorary member of the Russian Academy of Education, and he is a Guest Professor at Tsinghua University in Beijing.

Xiaolu Yang, Ph.D., is an Associate Professor of the Dept. of Foreign Languages and has an affiliated faculty status in the Center for Psychology and Cognitive Science of Tsinghua University. She got her M.Phil and Ph.D. in linguistics from the Chinese University of Hong Kong and has been teaching in Tsinghua University since 2000. In 2005, she studied in the Wexler Lab in the Dept. of Brain and Cognitive Sciences of MIT as a visiting scholar.

Dr.Yang's major research focus is on language acquisition, particularly acquisition of syntax and semantics. She is interested in the relationship between language and cognitive development, and the interaction of universal linguistic properties and language-specific properties in language acquisition. The specific topics she has worked on include the null subject parameter in the interlanguage of Chinese learners of English, L1 acquisition of focus adverbs in Chinese, and the acquisition of BA and DE in Chinese. She presents frequently in national and international conferences, such as the Boston University Conference on Language Development, the International Congress of Child Language and Generative Approaches to Language Acquisition. Currently she is the principal investigator of a Chinese National Social Sciences Foundation project on early grammatical development of Chinese, addressing the issue of whether early grammar is rule-based or usage-based. She is also involved as a co-investigator in two language acquisition projects sponsored by RGC in Hong Kong.

Li Yin, Ph.D. is Assistant Professor of Foreign Languages, School of Humanity and Social Sciences at Tsinghua University. She earned her M.A. in Linguistics from Jilin University in 1997, and her Ph.D. in Educational Psychology from University of Illinois at Urbana-Champaign in 2005. She has been a faculty member in the Department of Foreign Languages since 1997.

Dr. Yin's research interest is primarily in language development, specifically in bilingual children's literacy development and cross-cultural and cross-linguistic studies of literacy. In the Center for the Studies of Reading at the University of Illinois at Urban-Champaign, she substantially participated in two projects funded by Spenser Foundation and National Center for Education Research of USA investigating Chinese children's reading acquisition and children's development of argumentation strategies. Her award-winning dissertation explored Chinese EFL/ESL children's developmental stages in reading English words. She is currently the principal investigator of a project sponsored by China’s Department of Education aiming at constructing a model to capture strategy development in learning to read English by Chinese-speaking children in Mainland China and Canada. An ongoing project she is in collaboration with Dr. Rebecca Treiman from Washington University is about Chinese children's early perception of writing and drawing, which is the first experimental study involving Chinese children in this field.

Dr. Yin published a number of books and a dictionary on adult English learning and teaching in China before 2001. Since 2002, she has been publishing articles in Journal of Educational Psychology (JEP), Foreign Languages Teaching, and China's Book Review, etc. about children’s literacy development. She is a member of SSSR (Society for Scientific Studies of Reading) and APA (American Psychological Association), and has papers read in SRCD (Biennial Meeting for Society of Research in Child Development), International Congress of Psychology, and SSSR.

Xiaojun Zhang, Professor of the Dept. of Sociology of Tsinghua University, has an M.Phil and Ph.D. in Cultural Anthropology (The Chinese University of Hong Kong, 1994, 1997).

Dr. Zhang's research interests are human development, rural China in Post-Mao era, socialist evolution in rural China, urban anthropology. He has published "Land reform in Yang village: Reproduction of symbolic capital and the determination of class status" (Modern China 30(1);1-48 Jan.2004), "Symbolic land rights in its cultural economic context – A case study of Yangcun Village, Fujian" (Social Sciences in China Vol XXV. No.4, pp 41-54, 2002), "Ancestral Hall and Buddhism Gongde Temple -A study of Fenglin Ancestral Hall and Kaiyuan Temple in Fujian Province" (Chinese Sociology and Anthropology.34(3):28-48, Spring,2002) and many other papers in cultural anthropology.

Meihong Zheng is a lecturer in the Center for Psychology and Cognitive Science, Tsinghua University. She acquired her Bachelor degree and Master degree at Inner Mongolia University, China. In 2002, she received her PhD in Electro-communications University, Japan, and also completed her post-doctoral fellowship sponsored by JSPS there. Before coming to Tsinghua University in 2006, she worked at Waseda University, Japan.

Meihong Zheng's research interests are in complex system (Behaviors of a fish school) and neural mechanisms of visual and auditory information processing (especially in perceptual rivalry). She does her research mainly through computer simulation and psychophysical experiment.

Xiaoqian Li is an MA candidate in linguistics in the Department of Foreign Language of Tsinghua University. Her research interest is child language acquisition. She has participated in a program of BJCELA to construct data base of spontaneous utterance of Chinese children at their first few years of life. Her topic now focuses on ergativity in child language.

Born and raised in He Bei Province, China, Shengqiang Li holds a Bachelor Degree in Japanese Language and Literature. During his postgraduate years, Mr. Li first majored in Applied Psychology as an Mphil candidate in the Educational Research Institute, Tsinghua University. One year later, Mr. Li transferred to the PhD programme of the institute successfully, supervised by Dr. Hong Li. Mr. Li works in the area of health psychology in college students. His research focuses on the safeguard system of mental health for college students.

Website: http://artsci.wustl.edu/~skrobins

Sarah Robins is a Ph.D. student in the Philosophy-Neuroscience-Psychology program in the Philosophy Department at Washington University. Her research interests are in the philosophy of psychology, and center around the philosophical issues related to cognitive development. She is currently working on the prospectus for a dissertation on the relation between children's development of the ability to use and think about language and the philosophical debate surrounding the relation between language and thought.

Ms Si-min Wang is a PhD Candidate in the School of Humanities and Social Sciences at Tsinghua University in Beijing, China. She finished her MD in the field of Linguistic and Applied Linguistics at Tsinghua University, and started her PhD study at the same school in 2004.

Now, Prof. Shushan Cai is her supervisor. Wang’s study fields are Logic of language, Philosophy of language and Mind. Her recent research interests are lying behaviors. She will analyze lying by speech act theory and also through the method of psycho-logic under the frame of truthfulness, goodness and beauty.

Ting Xu, who got her BA from Tsinghua University, is an MA student at the Dept. of Foreign Languages, Tsinghua University. She is now working on first language acquisition, particularly the acquisition of passives in Mandarin Chinese.

Jing Xu, currently an MA student at the Dept. of Sociology, Tsinghua University. She completed her BA study in the school of Journalism and Communication, Tsinghua University, and then shifted to the field of anthropology. She has been working on AIDS studies and historical studies in Hunan province, South China. Her thesis is centered around the political and ethnic process of Women's Scripture. Now an interest of the interrelated phenomena of cultural evolution and cognition is growing inside of her, with the help of her advisor, Prof. Xiaojun Zhang.

Website: http://www.talyarkoni.org

Tal Yarkoni is a Ph.D. student in the Department of Psychology at Washington University. His interests center around the interface of emotion and cognition, particularly as applied to decision-making, as well as the neural bases of executive control and language comprehension.

Jun Zhang is a PhD. candidate of the Center of Science, Technology and Society, School of Humanities and Social Sciences, Tsinghua University.

Zhang had his bachelor degree in Inner Mongolia University in July 2001, master degree in Inner Mongolia University in July 2004. He was admitted to Tsinghua University to pursue a doctor degree in philosophy in July 2000,and his supervisor is Prof. Shushan Cai. Zhang's research interests are epistemic logic, philosophy of Language and mind.

Yuncheng Zhou is a teacher in Foreign Languages Department. He is now working on the theory of thought and language towards Ph.D. His area of competence is in philosophy of linguistics, philosophy of language and philosophy of mind. His study of "analytic philosophy" started with the exposure to conflicting philosophical projects represented by Chomsky's theories of language and mind, and at the same time by Stalnaker's externalist inquiry into intentionality, when he stayed at MIT in 2001-2002 as a visiting scholar. Ever since, he has made every effort to complete the reading list as required in a typical philosophy program in US. At this time, he is struggling with the problem of what counts as a theoretical conception of language, with a focus on the theory of language and thought.