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Psychology

D-Index
45
Citations
7422
World Ranking
6741
National Ranking
680

Overview

Teodora Gliga is affiliated with the University of East Anglia in the United Kingdom. Their research spans multiple aspects of neuroscience and psychology, with a focus on how these disciplines intersect with child development and clinical conditions.

The main fields of study for Gliga include Neuroscience and Psychology. More specifically, their work delves into subfields such as Cognitive Neuroscience, Developmental and Educational Psychology, Education, Clinical Psychology, and Psychiatry and Mental Health.

Gliga's research topics cover a range of areas relevant to child development and neurodevelopmental disorders. Key topics of their work are:

  • Autism Spectrum Disorder Research
  • Child Development and Digital Technology
  • Child and Animal Learning Development
  • Attention Deficit Hyperactivity Disorder
  • Obsessive-Compulsive Spectrum Disorders
  • Child and Adolescent Psychosocial and Emotional Development
  • Language Development and Disorders

The scientist's frequent co-authors include:

  • Mark H. Johnson
  • Tony Charman
  • Emily J. H. Jones
  • Greg Pasco
  • Luke Mason

Gliga publishes regularly in several dedicated venues. The most frequent publication venues are:

  • Infancy
  • Journal of Autism and Developmental Disorders
  • bioRxiv (Cold Spring Harbor Laboratory)
  • Scientific Reports
  • Journal of Neurodevelopmental Disorders

Some of the recent papers authored or co-authored by Teodora Gliga are:

  • Early childhood education and care (ECEC) during COVID-19 boosts growth in language and executive function, 2021, Infant and Child Development
  • Behavioural and neural markers of tactile sensory processing in infants at elevated likelihood of autism spectrum disorder and/or attention deficit hyperactivity disorder, 2021, Journal of Neurodevelopmental Disorders
  • Neural and behavioural indices of face processing in siblings of children with autism spectrum disorder (ASD): A longitudinal study from infancy to mid-childhood, 2020, Cortex
  • EEG signatures of cognitive and social development of preschool children-a systematic review, 2021, PLoS ONE
  • Look duration at the face as a developmental endophenotype: elucidating pathways to autism and ADHD, 2020, Development and Psychopathology

Best Publications

  • Developmental pathways to autism: a review of prospective studies of infants at risk.

    Emily J.H. Jones;Teodora Gliga;Rachael Bedford;Tony Charman

  • Parent-mediated intervention versus no intervention for infants at high risk of autism: a parallel, single-blind, randomised trial

    Jonathan Green;Tony Charman;Andrew Pickles;Andrew Pickles;Ming W Wan

  • Precursors to Social and Communication Difficulties in Infants At-Risk for Autism: Gaze Following and Attentional Engagement

    Rachael Bedford;Mayada Elsabbagh;Teodora Gliga;Andrew Pickles

  • The development of face orienting mechanisms in infants at-risk for autism.

    Mayada Elsabbagh;Teodora Gliga;Andrew Pickles;Kristelle Hudry

  • Annual Research Review: Infant development, autism, and ADHD – early pathways to emerging disorders

    Mark H. Johnson;Teodora Gliga;Emily J.H. Jones;T. Charman

  • Brain adaptation and alternative developmental trajectories.

    Mark H. Johnson;Emily J. H. Jones;Teodora Gliga

  • One-Year-Old Infants Appreciate the Referential Nature of Deictic Gestures and Words

    Teodora Gliga;Gergely Csibra

  • Faces Attract Infants' Attention in Complex Displays.

    Teodora Gliga;Mayada Elsabbagh;Athina Andravizou;Mark Johnson

  • From early markers to neuro-developmental mechanisms of autism

    Teodora Gliga;Emily J.H. Jones;R. Bedford;T. Charman

  • Enhanced Visual Search in Infancy Predicts Emerging Autism Symptoms

    Teodora Gliga;Rachael Bedford;Tony Charman;Mark H. Johnson

  • Hearing faces: How the infant brain matches the face it sees with the speech it hears

    Davina Bristow;Ghislaine Dehaene-Lambertz;Jeremie Mattout;Catherine Soares

  • Structural Encoding of Body and Face in Human Infants and Adults

    Teodora Gliga;Ghislaine Dehaene-lambertz

  • Infants’ preferences for native speakers are associated with an expectation of information

    Katarina Begus;Katarina Begus;Teodora Gliga;Victoria Southgate;Victoria Southgate

  • Infants Learn What They Want to Learn: Responding to Infant Pointing Leads to Superior Learning

    Katarina Begus;Teodora Gliga;Victoria Southgate

  • Common Neural Basis for Phoneme Processing in Infants and Adults

    G. Dehaene-lambertz;T. Gliga

  • Seeing the face through the eyes: a developmental perspective on face expertise.

    Teodora Gliga;Gergely Csibra

  • Early language profiles in infants at high-risk for autism spectrum disorders.

    Kristelle Hudry;Susie Chandler;Rachael Bedford;Greg Pasco

  • Early developmental pathways to childhood symptoms of attention‐deficit hyperactivity disorder, anxiety and autism spectrum disorder

    Elizabeth Shephard;Rachael Bedford;Bosiljka Milosavljevic;Teodora Gliga

  • Shorter spontaneous fixation durations in infants with later emerging autism.

    Sam V. Wass;Emily J. H. Jones;Teodora Gliga;Tim J. Smith

  • Enhanced pupillary light reflex in infancy is associated with autism diagnosis in toddlerhood

    Pär Nyström;Teodora Gliga;Elisabeth Nilsson Jobs;Gustaf Gredebäck

  • Cortical responses before 6 months of life associate with later autism.

    Sarah Lloyd-Fox;Anna Blasi;Gregory Pasco;Teodora Gliga

  • Handbook of developmental social neuroscience.

    Teodora Gliga

Frequent Co-Authors

Tony Charman
Tony Charman King's College London
Emily J.H. Jones
Emily J.H. Jones Birkbeck, University of London
Mayada Elsabbagh
Mayada Elsabbagh McGill University
Andrew Pickles
Andrew Pickles King's College London
Victoria Southgate
Victoria Southgate University of Copenhagen
Kristelle Hudry
Kristelle Hudry La Trobe University
Denis Mareschal
Denis Mareschal Birkbeck, University of London
Gergely Csibra
Gergely Csibra Central European University
Terje Falck-Ytter
Terje Falck-Ytter Uppsala University
Tim J. Smith
Tim J. Smith Birkbeck, University of London

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