Imac Maria Zambrana
Imac Marias research is focused on how we develop our cognitive and communicative skills, and how we subsequently apply those skills to learn more about and impact the the world we encounter. She is also especially interested in Human Capacity Building for the future and Human-Technology Interactions.
2019 General University Pedagogy training program, University of Oslo
2012 Ph.D., Psychology, University of Oslo, Norway
2007 MA, Psychology, University of Oslo, Norway
2004 BA, Psychology, University of Oslo, Norway
2023- Associate Professor, Oslo Nye Høyskole
2016- Associate Professor, University of Oslo
2022-2023 Chief Scientific Officer, Nordic Neurotech AS
2022 Research Leader, ComPros research group
2021-2022 Researcher, ComPros research group
2016-2023 Researcher, The Norwegian Center for Child Behavioral Development
2017-2018 Visiting Scholar (Fulbright Scholar), Harvard University
2013 Post doc visiting fellow, Harvard University
2012-2016 Post doc fellow, The Norwegian Center for Child Behavioral Development
2012 Researcher, Norwegian Institute of Public Health
2009-2012 PhD fellow, Norwegian Institute of Public Health
2007-2009 Researcher, Norwegian Institute of Public Health
2005-2007 Research assistant, Norwegian Institute of Public Health
- Cognitive Psychology
- Developmental Psychology
- Language development
- Learning processes
- Cognitive psychology
- Cognitive development
- Information processing
- Language and communication
Viana, K.M.., Zambrana, I.M., Karevold, E.B. and Pons, F. (2023). “Are we both right?” relations
between theory of mind and epistemic humility in dyadic cooperative problem-solving in 5- to 9-year-old children. Journal of Applied Developmental Psychology, 87.
Røe-Indregård, H., Rowe, M., Rydland, V., & Zambrana, I.M. (2022). Features of Communication in
Norwegian Parent-Child Play Interactions. First Language, 42, 383–404.
Hermansen, T. K., Ronfard, S., Harris, P. L., & Zambrana, I. M. (2021). Preschool children rarely seek
empirical data that could help them complete a task when observation and testimony conflict. Child Development. Advance online publication. DOI: https://doi.org/10.1111/cdev.13612
Zambrana, I.M., Verena, S., Jacobsson, B., Vollrath, M. & Ystrom, E. (2021). Language delays in
preterm born children diminish before school entry: a sibling cohort study. Development and Psychopathology, 33, 47-52.
Ronfard, S., Zambrana, I.M. Hermansen, T., & Kelemen, D. (2018). Question Asking in Childhood: A
review of the literature and a framework for understanding its development. Developmental Review, 49, 101-120.
Zambrana, I.M., Verena, S., Jacobsson, B., Vollrath, M. & Ystrom, E. (2016). Preterm delivery and risk
for early language delays: A sibling-control cohort study. International Journal of Epidemiology, 45, 151-159.
Zambrana, I.M., Dearing, E., Nærde, A., &. Zachrisson, H.D. (2016). Time in ECEC and Language
Competence in Norwegian 4-year-old Girls and Boys. European Early Childhood Education Research Journal, 24, 793-806.
Zambrana, I. M., Pons, F., Eadie, P. and Ystrom, E. (2014), Trajectories of language delay from age 3 to 5: persistence, recovery and late onset. International Journal of Language & Communication Disorders, 49, 304-316.
Zambrana I.M., Ystrom E., Schjølberg, S., Pons F. (2013). Action imitation at 1 ½ years is better than
pointing gesture in predicting late development of language production at 3 years of age. Child Development, 8, 560-567.
Zambrana, I.M., Ystrom, E., Pons, F. (2012). Impact of gender, maternal education, and birth order on the development of language comprehension: A longitudinal study from 18 to 36 months of age. Journal of Developmental and Behavioral Pediatrics, 33, 146-55.