Animal Behaviour – Cognition / Perception – Evolution & Social Behaviour

evolution and neurobiology of depression, evolved functions of rumination, suicide, and serotonin, costs and benefits of antidepressants

Animal Behaviour – Cognition / Perception – Evolution & Social Behaviour

evolution and neurobiology of depression, evolved functions of rumination, suicide, and serotonin, costs and benefits of antidepressants

Animal Behaviour – Evolution & Social Behaviour

What pre-requisites do you look for when evaluating a potential thesis student?

I look for folks who have a strong interest in understanding animal behaviour from an evolutionary and ecological basis. Taking previous courses in animal behaviour, evolution, ecology, environmental sciences and genetics can be a really asset for the work we do. For the research that goes on in my lab, a degree of comfort for the outdoors and especially around the water can be helpful as can being able to drive (we do field work, sometimes in remote places).

What information are you going to want from a student who is interested in working in your lab?

CV or resume and a transcript plus a short email saying what aspect of the research program they are most interested in.

How do you want to be contacted?

Email please!

evolutionary behavioural ecology, animal behaviour lab and fieldwork, breeding system evolution, evolution of cooperation and social behaviour, impacts of contaminants on behaviour, physiology and community structure, cichlids, great lake fish and toadfish

Animal Behaviour – Evolution & Social Behaviour

What pre-requisites do you look for when evaluating a potential thesis student?

I look for folks who have a strong interest in understanding animal behaviour from an evolutionary and ecological basis. Taking previous courses in animal behaviour, evolution, ecology, environmental sciences and genetics can be a really asset for the work we do. For the research that goes on in my lab, a degree of comfort for the outdoors and especially around the water can be helpful as can being able to drive (we do field work, sometimes in remote places).

What information are you going to want from a student who is interested in working in your lab?

CV or resume and a transcript plus a short email saying what aspect of the research program they are most interested in.

How do you want to be contacted?

Email please!

evolutionary behavioural ecology, animal behaviour lab and fieldwork, breeding system evolution, evolution of cooperation and social behaviour, impacts of contaminants on behaviour, physiology and community structure, cichlids, great lake fish and toadfish

Cognition / Perception – Systems & Behavioural Neuroscience

What pre-requisites do you look for when evaluating a potential thesis student?

The minimum CA of a 4D09 is 8.5; the miminum CA for a 4D06 is 8.0.

What information are you going to want from a student who is interested in working in your lab?

Student’s grades will be retried by the ballot system once the balloting process is completed.

How do you want to be contacted?

I will evaluate applications on the ballot system once the ballot closes. You may contact me by e-mail, however, I may not respond until I evaluate the applications submitted through the ballot.

Computational and cognitive neuroscience of leaing and memory

Cognition / Perception – Systems & Behavioural Neuroscience

What pre-requisites do you look for when evaluating a potential thesis student?

The minimum CA of a 4D09 is 8.5; the miminum CA for a 4D06 is 8.0.

What information are you going to want from a student who is interested in working in your lab?

Student’s grades will be retried by the ballot system once the balloting process is completed.

How do you want to be contacted?

I will evaluate applications on the ballot system once the ballot closes. You may contact me by e-mail, however, I may not respond until I evaluate the applications submitted through the ballot.

Computational and cognitive neuroscience of leaing and memory

Cognition / Perception – Systems & Behavioural Neuroscience

What pre-requisites do you look for when evaluating a potential thesis student?

Students should have good grades in perception and/or neuroscience courses (e.g., 2E03, 2F03, 3D03).

What information are you going to want from a student who is interested in working in your lab?

It would be helpful to receive a copy of your transcript and a brief description of your reasons for wanting to join my lab.

How do you want to be contacted?

Please email me and make it clear in the subject heading that you want to do a thesis or independent study.

visual perception, psychophysics, face perception, perceptual leaing, aging & vision, evoked potentials, ideal observer theory

Cognition / Perception – Systems & Behavioural Neuroscience

What pre-requisites do you look for when evaluating a potential thesis student?

Students should have good grades in perception and/or neuroscience courses (e.g., 2E03, 2F03, 3D03).

What information are you going to want from a student who is interested in working in your lab?

It would be helpful to receive a copy of your transcript and a brief description of your reasons for wanting to join my lab.

How do you want to be contacted?

Please email me and make it clear in the subject heading that you want to do a thesis or independent study.

visual perception, psychophysics, face perception, perceptual leaing, aging & vision, evoked potentials, ideal observer theory

Systems & Behavioural Neuroscience – Research & Clinical Training

What pre-requisites do you look for when evaluating a potential thesis student?

Students interested in independent (PNB 3QQ3) or thesis study (PNB 4DD6/4D09) in the lab should contact Dr. Bock by email before the ballot process.  Please describe your research interests and potential experience in your email, and attach an unofficial copy of your transcripts.

The laboratory hosts projects on a variety of subjects related to neuroscience with experiments covering magnetic resonance imaging in animals and humans, and computational image analysis.

Healthy and disrupted brain structure and composition in humans and animals measured with Magnetic Resonance Imaging (MRI)

Systems & Behavioural Neuroscience – Research & Clinical Training

What pre-requisites do you look for when evaluating a potential thesis student?

Students interested in independent (PNB 3QQ3) or thesis study (PNB 4DD6/4D09) in the lab should contact Dr. Bock by email before the ballot process.  Please describe your research interests and potential experience in your email, and attach an unofficial copy of your transcripts.

The laboratory hosts projects on a variety of subjects related to neuroscience with experiments covering magnetic resonance imaging in animals and humans, and computational image analysis.

Healthy and disrupted brain structure and composition in humans and animals measured with Magnetic Resonance Imaging (MRI)

Cognition / Perception – Research & Clinical Training

What pre-requisites do you look for when evaluating a potential thesis student?

A strong academic background.

What information are you going to want from a student who is interested in working in your lab?

Please send your transcript and a CV.

http://neuroarts.org/

How do you want to be contacted?

Email

Neuroscience of the arts and vocalization, narrative models of cognition, cross-cultural analysis of music

Steven Brown is the director of the NeuroArts Lab in the Department of Psychology, Neuroscience & Behaviour at McMaster University in Hamilton, Ontario, and associated with the McMaster Institute for Music and the Mind and the LIVE Lab. The lab is devoted to developing a holistic understanding of the neural, cognitive and evolutionary foundations of the arts, creativity, and aesthetics, including: music, dance, the dramatic arts, the visual arts. A unique evolutionary focus of the lab is a revival of comparative musicology studies, including an exploration of the geography and cultural evolution of world musical styles.

Cognition / Perception – Research & Clinical Training

What pre-requisites do you look for when evaluating a potential thesis student?

A strong academic background.

What information are you going to want from a student who is interested in working in your lab?

Please send your transcript and a CV.

http://neuroarts.org/

How do you want to be contacted?

Email

Neuroscience of the arts and vocalization, narrative models of cognition, cross-cultural analysis of music

Steven Brown is the director of the NeuroArts Lab in the Department of Psychology, Neuroscience & Behaviour at McMaster University in Hamilton, Ontario, and associated with the McMaster Institute for Music and the Mind and the LIVE Lab. The lab is devoted to developing a holistic understanding of the neural, cognitive and evolutionary foundations of the arts, creativity, and aesthetics, including: music, dance, the dramatic arts, the visual arts. A unique evolutionary focus of the lab is a revival of comparative musicology studies, including an exploration of the geography and cultural evolution of world musical styles.

Cognition / Perception – Systems & Behavioural Neuroscience

Time perception; rhythm perception; temporal control of movement; music; computational models; neural oscillations; perception as Bayesian inference

Jonathan Cannon will be joining the McMaster PNB faculty in July of 2022. His research is focused on timing and rhythm in perception and action, with particular interest in timing-related neural dynamics in the basal ganglia and the supplementary motor area. The questions motivating his work are rooted in his experience as a performing musician. His approach combines a range of experimental modalities (both in-lab and in collaboration with other experimentalists) with the formulation and simulation of neurophysiological and psychological models.

Cognition / Perception – Systems & Behavioural Neuroscience

Time perception; rhythm perception; temporal control of movement; music; computational models; neural oscillations; perception as Bayesian inference

Jonathan Cannon will be joining the McMaster PNB faculty in July of 2022. His research is focused on timing and rhythm in perception and action, with particular interest in timing-related neural dynamics in the basal ganglia and the supplementary motor area. The questions motivating his work are rooted in his experience as a performing musician. His approach combines a range of experimental modalities (both in-lab and in collaboration with other experimentalists) with the formulation and simulation of neurophysiological and psychological models.

Animal Behaviour – Cognition / Perception – Developmental Psychology – Evolution & Social Behaviour – Systems & Behavioural Neuroscience

Integrative neurobiology of psychiatric disorders, molecular biology, cellular and synaptic physiology, circuits and network, neurodevelopmental disorders, functional magnetic resonance imaging, lightsheet microscopy, social behaviour, disease modeling in animals

The brain controls behaviour in an extremely complex manner, involving various processes at molecular, cellular, circuit, and network levels. In our lab, we use a multi-level, integrative research strategy to study how gene mutations associated with psychiatric disorders affect each of these neurobiological levels, and their contributions to disrupted social behaviour. In particular, we focus on the following questions using genetic models of autism spectrum disorders (ASD):
1.    What are the potential mechanisms by which ASD gene mutations impair oxytocin signaling in the brain, and how are they linked to the social symptoms of ASD?
2.    100s of genes have been identified to be associated with ASD. On which neurobiological pathways do these genes converge, and how are they connected to behaviour? 

Animal Behaviour – Cognition / Perception – Developmental Psychology – Evolution & Social Behaviour – Systems & Behavioural Neuroscience

Integrative neurobiology of psychiatric disorders, molecular biology, cellular and synaptic physiology, circuits and network, neurodevelopmental disorders, functional magnetic resonance imaging, lightsheet microscopy, social behaviour, disease modeling in animals

The brain controls behaviour in an extremely complex manner, involving various processes at molecular, cellular, circuit, and network levels. In our lab, we use a multi-level, integrative research strategy to study how gene mutations associated with psychiatric disorders affect each of these neurobiological levels, and their contributions to disrupted social behaviour. In particular, we focus on the following questions using genetic models of autism spectrum disorders (ASD):
1.    What are the potential mechanisms by which ASD gene mutations impair oxytocin signaling in the brain, and how are they linked to the social symptoms of ASD?
2.    100s of genes have been identified to be associated with ASD. On which neurobiological pathways do these genes converge, and how are they connected to behaviour? 

Animal Behaviour – Evolution & Social Behaviour

What pre-requisites do you look for when evaluating a potential thesis student?

A mark of at least 10 in Animal Behaviour PSYCH 2TT3 (PSYCH 2XC3). I would prefer students who have taken Animal Behaviour Laboratory PSYCH 3S03 and other courses with an evolutionary and biological focus.

What information are you going to want from a student who is interested in working in your lab?

Please email me with a brief description of yourself and relevant background, and a complete set of informal transcripts included in the email.

How do you want to be contacted?

Please e-mail me only if you meet the above criteria.

Cognitive Ecology: the mechanisms, ecology and evolution of cognition, and effects of cognitive traits on animal behaviour, ecology and evolution

We examine the evolutionary biology of cognition, defined as the neuronal processes conceed with the acquisition, retention and use of information. Current research by my students and myself include information use in social behaviour, aggression, and sexual conflict, and evolutionary biology of expertise and perseverance.

Animal Behaviour – Evolution & Social Behaviour

What pre-requisites do you look for when evaluating a potential thesis student?

A mark of at least 10 in Animal Behaviour PSYCH 2TT3 (PSYCH 2XC3). I would prefer students who have taken Animal Behaviour Laboratory PSYCH 3S03 and other courses with an evolutionary and biological focus.

What information are you going to want from a student who is interested in working in your lab?

Please email me with a brief description of yourself and relevant background, and a complete set of informal transcripts included in the email.

How do you want to be contacted?

Please e-mail me only if you meet the above criteria.

Cognitive Ecology: the mechanisms, ecology and evolution of cognition, and effects of cognitive traits on animal behaviour, ecology and evolution

We examine the evolutionary biology of cognition, defined as the neuronal processes conceed with the acquisition, retention and use of information. Current research by my students and myself include information use in social behaviour, aggression, and sexual conflict, and evolutionary biology of expertise and perseverance.

Animal Behaviour – Systems & Behavioural Neuroscience

What pre-requisites do you look for when evaluating a potential thesis student?

A mark of at least 9 in PSYCH 3A03 (Audition) and PSYCH 2F03 (Fundamentals of Neuroscience). I also prefer students who have taken Animal Behaviour PSYCH 2TT3 (PSYCH 2XC3) and who have taken courses in biology, physics, and chemistry.

What information are you going to want from a student who is interested in working in your lab?

A CV (or resume), complete unofficial undergraduate transcript(s), and a short email explaining your research interests and how they ! relate to my research program. Please also include a brief statement outlining your career goals after graduation.

How do you want to be contacted?

Please contact me only if you meet the above pre-requisite criteria.

Our research is on the links between hearing and behaviour.

Insects and bats are ideal subjects for addressing questions on the physiology of hearing, animal bioacoustics, and the neural control of acoustically-evoked behaviour because the ecological and evolutionary context of their auditory behaviours are well understood (e.g. mate-calling, predator avoidance, prey detection). Bats and insects are also a model system for studying the sensory ecology of predator-prey interactions. Like other invertebrates, insects have relatively simple nervous systems and behaviour pattes, thus specific neurons and cellular mechanisms controlling or correlating with behaviour can often be identified. Among mammals, echolocating bats are an exceptionally interesting and useful model system for studying hearing and perception because the significance of biosonar to the natural orienting and hunting behaviour of bats is also well understood. Moreover, the components of the bat?s central auditory system are fundamentally mammalian, hence, auditory processing mechanisms that can be readily discovered in bats are likely to be of general relevance to all mammals. Our research employs a variety of techniques to examine the relationship between hearing and behaviour. My behavioural work uses psychophysical tests to study prey detection by bats, acoustic playback experiments to evoke and manipulate acoustic and auditory behaviour, and sound recording and signal analyses to measure critical features of sound and to examine variability in signal design when bats are challenged to detect signals in different tasks and thus are faced with varying perceptual demands. My electrophysiological research employs single unit extracellular recording in the inferior colliculus of the big brown bat (Eptesicus fuscus) to examine how the interplay of temporal pattes of neural excitation and inhibition create auditory neurons at higher levels in the central auditory system with specialized response properties that serve as auditory filters (adaptations) for processing temporal features of sound. I also have experience with both extracellular and intracellular recording in moths and katydids.

Animal Behaviour – Systems & Behavioural Neuroscience

What pre-requisites do you look for when evaluating a potential thesis student?

A mark of at least 9 in PSYCH 3A03 (Audition) and PSYCH 2F03 (Fundamentals of Neuroscience). I also prefer students who have taken Animal Behaviour PSYCH 2TT3 (PSYCH 2XC3) and who have taken courses in biology, physics, and chemistry.

What information are you going to want from a student who is interested in working in your lab?

A CV (or resume), complete unofficial undergraduate transcript(s), and a short email explaining your research interests and how they ! relate to my research program. Please also include a brief statement outlining your career goals after graduation.

How do you want to be contacted?

Please contact me only if you meet the above pre-requisite criteria.

Our research is on the links between hearing and behaviour.

Insects and bats are ideal subjects for addressing questions on the physiology of hearing, animal bioacoustics, and the neural control of acoustically-evoked behaviour because the ecological and evolutionary context of their auditory behaviours are well understood (e.g. mate-calling, predator avoidance, prey detection). Bats and insects are also a model system for studying the sensory ecology of predator-prey interactions. Like other invertebrates, insects have relatively simple nervous systems and behaviour pattes, thus specific neurons and cellular mechanisms controlling or correlating with behaviour can often be identified. Among mammals, echolocating bats are an exceptionally interesting and useful model system for studying hearing and perception because the significance of biosonar to the natural orienting and hunting behaviour of bats is also well understood. Moreover, the components of the bat?s central auditory system are fundamentally mammalian, hence, auditory processing mechanisms that can be readily discovered in bats are likely to be of general relevance to all mammals. Our research employs a variety of techniques to examine the relationship between hearing and behaviour. My behavioural work uses psychophysical tests to study prey detection by bats, acoustic playback experiments to evoke and manipulate acoustic and auditory behaviour, and sound recording and signal analyses to measure critical features of sound and to examine variability in signal design when bats are challenged to detect signals in different tasks and thus are faced with varying perceptual demands. My electrophysiological research employs single unit extracellular recording in the inferior colliculus of the big brown bat (Eptesicus fuscus) to examine how the interplay of temporal pattes of neural excitation and inhibition create auditory neurons at higher levels in the central auditory system with specialized response properties that serve as auditory filters (adaptations) for processing temporal features of sound. I also have experience with both extracellular and intracellular recording in moths and katydids.

Animal Behaviour – Evolution & Social Behaviour

What pre-requisites do you look for when evaluating a potential thesis student?

The minimum CA of a 4D09 is 8.5; the miminum CA for a 4D06 is 8.0.  

I’m looking for students interested in Voice and Personality, Voice and Cognition, and Acoustical Analysis. We have a strong focus on fighting gender bias and racism in psychology.

What information are you going to want from a student who is interested in working in your lab?

Students interested in the lab should provide their CV, Grades, and a short statement about why they are interested in joining the lab, and what avenues of research they’re interested in.

How do you want to be contacted?

I would like to be contacted by email at feinberg at mcmaster dot ca. Feel free to contact me at your convenience, and if for some reason I don’t write back right away, please email again.

The Voice Research Laboratory is committed to discovering how we use voices and faces to perceive the world

Animal Behaviour – Evolution & Social Behaviour

What pre-requisites do you look for when evaluating a potential thesis student?

The minimum CA of a 4D09 is 8.5; the miminum CA for a 4D06 is 8.0.  

I’m looking for students interested in Voice and Personality, Voice and Cognition, and Acoustical Analysis. We have a strong focus on fighting gender bias and racism in psychology.

What information are you going to want from a student who is interested in working in your lab?

Students interested in the lab should provide their CV, Grades, and a short statement about why they are interested in joining the lab, and what avenues of research they’re interested in.

How do you want to be contacted?

I would like to be contacted by email at feinberg at mcmaster dot ca. Feel free to contact me at your convenience, and if for some reason I don’t write back right away, please email again.

The Voice Research Laboratory is committed to discovering how we use voices and faces to perceive the world

Multi-modal attention; inter-personal timing and synchronization; physiological responses during musical engagement; computational modeling of musical expectations; affective computing; music information retrieval; multi-person adaptive music-making; altered states and subjective experience.

Lauren Fink will be joining McMaster PNB faculty in January 2023 and is open to accepting PhD students who would like to start in Fall 2023. If you are interested in leading an audiovisual or music-related project using mobile eye-tracking and/or mobile EEG, in individual, or multi-person, interactive contexts, please apply this cycle!

Research methods: eye-tracking; pupillometry; electroencephalography; peripheral physiology; psychophysics; computational modeling; embedded systems.

Multi-modal attention; inter-personal timing and synchronization; physiological responses during musical engagement; computational modeling of musical expectations; affective computing; music information retrieval; multi-person adaptive music-making; altered states and subjective experience.

Lauren Fink will be joining McMaster PNB faculty in January 2023 and is open to accepting PhD students who would like to start in Fall 2023. If you are interested in leading an audiovisual or music-related project using mobile eye-tracking and/or mobile EEG, in individual, or multi-person, interactive contexts, please apply this cycle!

Research methods: eye-tracking; pupillometry; electroencephalography; peripheral physiology; psychophysics; computational modeling; embedded systems.

Systems & Behavioural Neuroscience

What pre-requisites do you look for when evaluating a potential thesis student?

Mark of at least 10 in Fundamentals of Neuroscience, plus a strong background in biology, physics, or chemistry. Good quantitative skills and good manual dexterity are extremely helpful.

What information are you going to want from a student who is interested in working in your lab?

Please read the “Information for Undergraduates” page on the lab website and follow the instructions given there.

How do you want to be contacted?

See above.

circuits and systems neuroscience, patch physiology, plasticity, synaptic inhibition, auditory processing/development

Our research interests are in neural development, plasticity, and sensory processing. Nervous systems require a high level of organization and precision, as each neuron is itself a complex 3-dimensional entity that may receive anywhere from 1 to over 300,000 inputs (synapses) from other neurons. Individual neurons interacting with other neurons to perform specific tasks make up neural circuits. Within a neural circuit, the type, location, and strength of each of the synapses connecting the neurons determine the quality and range of tasks the circuit can perform.

Systems & Behavioural Neuroscience

What pre-requisites do you look for when evaluating a potential thesis student?

Mark of at least 10 in Fundamentals of Neuroscience, plus a strong background in biology, physics, or chemistry. Good quantitative skills and good manual dexterity are extremely helpful.

What information are you going to want from a student who is interested in working in your lab?

Please read the “Information for Undergraduates” page on the lab website and follow the instructions given there.

How do you want to be contacted?

See above.

circuits and systems neuroscience, patch physiology, plasticity, synaptic inhibition, auditory processing/development

Our research interests are in neural development, plasticity, and sensory processing. Nervous systems require a high level of organization and precision, as each neuron is itself a complex 3-dimensional entity that may receive anywhere from 1 to over 300,000 inputs (synapses) from other neurons. Individual neurons interacting with other neurons to perform specific tasks make up neural circuits. Within a neural circuit, the type, location, and strength of each of the synapses connecting the neurons determine the quality and range of tasks the circuit can perform.

Cognition / Perception – Systems & Behavioural Neuroscience

What pre-requisites do you look for when evaluating a potential thesis student?

I look for students with excellent grades in neuroscience and perception courses, particularly Psych 2F03. Given the nature of my lab’s research, I am further inclined towards students who have performed very well in math and physics courses. An excellent cumulative average is a definite plus. I am generally looking for students who are willing to commit to the 9-credit thesis option (Psych 4D09).

What information are you going to want from a student who is interested in working in your lab?

Please email me your unofficial transcript, a brief description of your academic background, and your reasons for wishing to join my lab. Which aspects of my lab’s research most interest you?
Upon receipt of your email, I will make a preliminary evaluation, and if you seem to be a potentially suitable candidate for my lab, I will email you back with a series of questions for you to answer. These questions will involve considerable work on your part. For instance, I will ask you to read a particular research article that my lab has published and to answer questions about that article, so that I can further evaluate your ability to think creatively and critically about the sort of research that my lab pursues. After I receive your responses, I may contact you for an individual meeting.

Please email me. Please include “! Thesis request” or “Independent study request” in the subject line of your email, as appropriate.

See above.

Tactile psychophysics, The neural basis of tactile perception, Perception as Bayesian inference

We take for granted our ability to perceive the exteal world, but how does the nervous system accomplish this remarkable feat? Perception begins with physical stimuli that activate sensory cells in the eye, ear, or skin, but it ends with an inference made by the brain. Our sensory organs encode physical stimuli as pattes of electrical impulses that enter the central nervous system, where our neural machinery mysteriously works “behind the scenes” to decode those impulse pattes in order to generate perceptual conclusions. How does this happen? Our laboratory investigates these questions with a focus on the sense of touch. We investigate the full gamut of discriminative touch, which begins with physical stimulation (spatially and/or temporally varying forces on the skin) and ends with perception (the brain’s interpretation of the stimulus). Using a combination of experimental and theoretical approaches, we consider perception from the points of view of physics (the mechanical stimulus to the skin), neurophysiology (the neural response), and probability calculus (the perceptual inference). Our research methods range from cutaneous measurement to psychophysical testing to Bayesian computational modeling. We enjoy studying perception in its myriad forms. We attempt to understand fascinating phenomena such as perceptual leaing, sensory compensation in blindness, sex differences in tactile acuity, the sense of touch during development and aging, and sensory illusions. An ultimate goal of our research is to formulate mathematically accurate models of human perception that have the predictive power and elegance of the equations of physics.

Cognition / Perception – Systems & Behavioural Neuroscience

What pre-requisites do you look for when evaluating a potential thesis student?

I look for students with excellent grades in neuroscience and perception courses, particularly Psych 2F03. Given the nature of my lab’s research, I am further inclined towards students who have performed very well in math and physics courses. An excellent cumulative average is a definite plus. I am generally looking for students who are willing to commit to the 9-credit thesis option (Psych 4D09).

What information are you going to want from a student who is interested in working in your lab?

Please email me your unofficial transcript, a brief description of your academic background, and your reasons for wishing to join my lab. Which aspects of my lab’s research most interest you?
Upon receipt of your email, I will make a preliminary evaluation, and if you seem to be a potentially suitable candidate for my lab, I will email you back with a series of questions for you to answer. These questions will involve considerable work on your part. For instance, I will ask you to read a particular research article that my lab has published and to answer questions about that article, so that I can further evaluate your ability to think creatively and critically about the sort of research that my lab pursues. After I receive your responses, I may contact you for an individual meeting.

Please email me. Please include “! Thesis request” or “Independent study request” in the subject line of your email, as appropriate.

See above.

Tactile psychophysics, The neural basis of tactile perception, Perception as Bayesian inference

We take for granted our ability to perceive the exteal world, but how does the nervous system accomplish this remarkable feat? Perception begins with physical stimuli that activate sensory cells in the eye, ear, or skin, but it ends with an inference made by the brain. Our sensory organs encode physical stimuli as pattes of electrical impulses that enter the central nervous system, where our neural machinery mysteriously works “behind the scenes” to decode those impulse pattes in order to generate perceptual conclusions. How does this happen? Our laboratory investigates these questions with a focus on the sense of touch. We investigate the full gamut of discriminative touch, which begins with physical stimulation (spatially and/or temporally varying forces on the skin) and ends with perception (the brain’s interpretation of the stimulus). Using a combination of experimental and theoretical approaches, we consider perception from the points of view of physics (the mechanical stimulus to the skin), neurophysiology (the neural response), and probability calculus (the perceptual inference). Our research methods range from cutaneous measurement to psychophysical testing to Bayesian computational modeling. We enjoy studying perception in its myriad forms. We attempt to understand fascinating phenomena such as perceptual leaing, sensory compensation in blindness, sex differences in tactile acuity, the sense of touch during development and aging, and sensory illusions. An ultimate goal of our research is to formulate mathematically accurate models of human perception that have the predictive power and elegance of the equations of physics.

Cognition / Perception – Developmental Psychology – Systems & Behavioural Neuroscience – Research & Clinical Training

His interests broadly encompass the neurological foundations of human emotion and cognition, with a particular focus on neurodevelopmental disorders and psychopathology. Central to this work is the development of novel experimental and theoretical tools that lead to a deeper understanding of how emotion and cognition are mapped onto the developing brain, and how underlying neural systems aggregate into functionally connected networks. His research places an emphasis on the development of strong validated behavioural paradigms and draws upon a range of imaging methodologies, including functional Magnetic Resonance Imaging, Magnetic Resonance Spectroscopy, Diffusion Tensor Imaging, MRI Cortical Thickness & Volumetry, Positron Tomography and Electroencephalography

Cognition / Perception – Developmental Psychology – Systems & Behavioural Neuroscience – Research & Clinical Training

His interests broadly encompass the neurological foundations of human emotion and cognition, with a particular focus on neurodevelopmental disorders and psychopathology. Central to this work is the development of novel experimental and theoretical tools that lead to a deeper understanding of how emotion and cognition are mapped onto the developing brain, and how underlying neural systems aggregate into functionally connected networks. His research places an emphasis on the development of strong validated behavioural paradigms and draws upon a range of imaging methodologies, including functional Magnetic Resonance Imaging, Magnetic Resonance Spectroscopy, Diffusion Tensor Imaging, MRI Cortical Thickness & Volumetry, Positron Tomography and Electroencephalography

Dr. Huggon is an award-winning teaching professor (areas including Positive, Forensic, Social, Personality, & Abnormal psychology courses). He uses a number of styles to connect with students and create intrinsic interest in the material. His broad interests in critical thinking, scientific methods, Positive Psychology, and teaching pedagogy are woven into his classes to help students with work/life balance and separating out evidence from pseudoscience in interpreting themselves and the world around them. 

Dr. Huggon is an award-winning teaching professor (areas including Positive, Forensic, Social, Personality, & Abnormal psychology courses). He uses a number of styles to connect with students and create intrinsic interest in the material. His broad interests in critical thinking, scientific methods, Positive Psychology, and teaching pedagogy are woven into his classes to help students with work/life balance and separating out evidence from pseudoscience in interpreting themselves and the world around them. 

Cognition / Perception

cognitive psychology, psycholinguistics, language production, errors in normal and pathological speech

My research in the Cognitive Science Laboratory looks at the psycholinguistics of language production. Our ability to rapidly and effortlessly transform thoughts into a sequence of meaningful sounds is a remarkable feat, given the incredible complexity of this task.

Cognition / Perception

cognitive psychology, psycholinguistics, language production, errors in normal and pathological speech

My research in the Cognitive Science Laboratory looks at the psycholinguistics of language production. Our ability to rapidly and effortlessly transform thoughts into a sequence of meaningful sounds is a remarkable feat, given the incredible complexity of this task.

Student experience with community-engaged education, the impact of institutional policies on student mental health, hormones and behaviour

As part of a multi-institutional initiative, I am also investigating the impact of the newly implemented Fall Break on student mental health. I have received funding from the Forward With Integrity Initiative at McMaster University to create an online strategy to disseminate information about community-engaged education for Instructors on McMaster campus and beyond. I am a Research Fellow at the McMaster Institute for Innovation and Excellence in Teaching and Leaing (MIIETL) and am in current collaboration with this institute to investigate the impact of community-engaged education on academic engagement and development in undergraduate students.

Student experience with community-engaged education, the impact of institutional policies on student mental health, hormones and behaviour

As part of a multi-institutional initiative, I am also investigating the impact of the newly implemented Fall Break on student mental health. I have received funding from the Forward With Integrity Initiative at McMaster University to create an online strategy to disseminate information about community-engaged education for Instructors on McMaster campus and beyond. I am a Research Fellow at the McMaster Institute for Innovation and Excellence in Teaching and Leaing (MIIETL) and am in current collaboration with this institute to investigate the impact of community-engaged education on academic engagement and development in undergraduate students.

What pre-requisites do you look for when evaluating a potential thesis student?

Excellent grades in core psychology courses (especially 2r3, 2RR3), previous lab study or research experience is an assett.

What information are you going to want from a student who is interested in working in your lab?

CV, transcript (unofficial is fine so student doesn’t have to pay), cover letter outlining why research interest with me and how their interests/skills match up.

How do you want to be contacted?

Email contact with above support materials is fine.

Assessing the Impact of Leaing Objective Format on Knowledge Retention

What pre-requisites do you look for when evaluating a potential thesis student?

Excellent grades in core psychology courses (especially 2r3, 2RR3), previous lab study or research experience is an assett.

What information are you going to want from a student who is interested in working in your lab?

CV, transcript (unofficial is fine so student doesn’t have to pay), cover letter outlining why research interest with me and how their interests/skills match up.

How do you want to be contacted?

Email contact with above support materials is fine.

Assessing the Impact of Leaing Objective Format on Knowledge Retention

Research Interests: Mental health and wellbeing, especially anxiety and undergraduate experiences

What pre-requisites do you look for when evaluating a potential research or thesis student?
Students interested in doing research with me must have earned 80% or higher in PSYCH2AP3, at a minimum. It’s helpful if they’ve also taken PSYCH2B03, and ideal if they’ve also taken PSYCH3BA3. I work with students who have a strong interest in wellbeing, and in particular an interest in the topics of pedagogy, undergraduate anxiety, and positive psychology. Students should be aware that as a teaching professor, I do not have a research lab, nor do I supervise graduate students.

What information are you going to want from a student who is interested in working with you?
Please send me your unofficial transcript. It’s also helpful to have students send a brief description of their experience, research interests, and long-term goals.

Please email me with a meaningful subject line (“Potential Thesis Student Request” or similar).
If you meet the above requirements, e-mail contact is preferred, after which we may set up an individual appointment to talk further.

Research Interests: Mental health and wellbeing, especially anxiety and undergraduate experiences

What pre-requisites do you look for when evaluating a potential research or thesis student?
Students interested in doing research with me must have earned 80% or higher in PSYCH2AP3, at a minimum. It’s helpful if they’ve also taken PSYCH2B03, and ideal if they’ve also taken PSYCH3BA3. I work with students who have a strong interest in wellbeing, and in particular an interest in the topics of pedagogy, undergraduate anxiety, and positive psychology. Students should be aware that as a teaching professor, I do not have a research lab, nor do I supervise graduate students.

What information are you going to want from a student who is interested in working with you?
Please send me your unofficial transcript. It’s also helpful to have students send a brief description of their experience, research interests, and long-term goals.

Please email me with a meaningful subject line (“Potential Thesis Student Request” or similar).
If you meet the above requirements, e-mail contact is preferred, after which we may set up an individual appointment to talk further.

Cognition / Perception – Systems & Behavioural Neuroscience

What pre-requisites do you look for when evaluating a potential thesis student?

Students interested in doing an honours thesis in my lab must have taken Psych 2H03, at a minimum. It’s helpful if they’ve also taken Psych 3VV3, and ideal if they’ve also taken the lab course I offer in Human Memory and Cognition (Psych 3V03). Of course, I’m looking for students with a strong interest in human cognition, and in particular an interest in the topics of attention, memory, and cognitive control.

What information are you going to want from a student who is interested in working in your lab?

I’ll want to look at a transcript, and it helps to have students e-mail me with a brief description of their research interests and long-term goals.

Please email me. Please include “! Thesis request” or “Independent study request” in the subject line of your email, as appropriate.

E-mail contact is preferred, after which we may set up an individual appointment to talk further.

Attention and visual perception

The aim of research conducted in our laboratory is to better understand processes that comprise the interface between perception and cognition in humans. Although these two subjects are often taught separately at the undergraduate level, even the simplest of interactions with our environment involve what must be a complex interplay between low level perceptual and higher level cognitive processes. In particular, visual selective attention is the focus of much of the research conducted in our lab. This work looks at how selection of visual information can be both under the control of the observer, and yet also modulated implicitly by past experience. This fundamental theoretical issue plays itself out across a wide range of experimental scenarios. Currently, we are using several attentional paradigms (e.g. negative priming, inhibition of retu) to help us identify mechanisms that allow us to respond preferentially to familiar over novel visual stimuli in some situations, but to novel over familiar visual stimuli in others.

Cognition / Perception – Systems & Behavioural Neuroscience

What pre-requisites do you look for when evaluating a potential thesis student?

Students interested in doing an honours thesis in my lab must have taken Psych 2H03, at a minimum. It’s helpful if they’ve also taken Psych 3VV3, and ideal if they’ve also taken the lab course I offer in Human Memory and Cognition (Psych 3V03). Of course, I’m looking for students with a strong interest in human cognition, and in particular an interest in the topics of attention, memory, and cognitive control.

What information are you going to want from a student who is interested in working in your lab?

I’ll want to look at a transcript, and it helps to have students e-mail me with a brief description of their research interests and long-term goals.

Please email me. Please include “! Thesis request” or “Independent study request” in the subject line of your email, as appropriate.

E-mail contact is preferred, after which we may set up an individual appointment to talk further.

Attention and visual perception

The aim of research conducted in our laboratory is to better understand processes that comprise the interface between perception and cognition in humans. Although these two subjects are often taught separately at the undergraduate level, even the simplest of interactions with our environment involve what must be a complex interplay between low level perceptual and higher level cognitive processes. In particular, visual selective attention is the focus of much of the research conducted in our lab. This work looks at how selection of visual information can be both under the control of the observer, and yet also modulated implicitly by past experience. This fundamental theoretical issue plays itself out across a wide range of experimental scenarios. Currently, we are using several attentional paradigms (e.g. negative priming, inhibition of retu) to help us identify mechanisms that allow us to respond preferentially to familiar over novel visual stimuli in some situations, but to novel over familiar visual stimuli in others.

Cognition / Perception – Systems & Behavioural Neuroscience

What pre-requisites do you look for when evaluating a potential thesis student?

The minimum CA of a 4D09 is 8.5; the miminum CA for a 4D06 is 8.0.

What information are you going to want from a student who is interested in working in your lab?

Student’s grades will be retried by the ballot system once the balloting process is completed.

How do you want to be contacted?

I will evaluate applications on the ballot system once the ballot closes. You may contact me by e-mail, however, I may not respond until I evaluate the applications submitted through the ballot.

neurodevelopment of humans and animal models, neural mechanisms regulating neuroplasticity using postmortem tissue, typical and atypical development

Together with our students we study the role of early visual experience on the development of vision and the visual cortex. In particular we are interested in the visual and neural changes associated with lazy-eye (amblyopia). Lazy-eye is one of the most common neurodevelopmental disorders in children. We use a variety of neurobiological, computational, and psychophysics techniques in our experiments. Our studies explore the development of the visual cortex from new perspectives. We are searching for and finding clues that help us understand how the brain develops and new directions for treating lazy-eye.

Cognition / Perception – Systems & Behavioural Neuroscience

What pre-requisites do you look for when evaluating a potential thesis student?

The minimum CA of a 4D09 is 8.5; the miminum CA for a 4D06 is 8.0.

What information are you going to want from a student who is interested in working in your lab?

Student’s grades will be retried by the ballot system once the balloting process is completed.

How do you want to be contacted?

I will evaluate applications on the ballot system once the ballot closes. You may contact me by e-mail, however, I may not respond until I evaluate the applications submitted through the ballot.

neurodevelopment of humans and animal models, neural mechanisms regulating neuroplasticity using postmortem tissue, typical and atypical development

Together with our students we study the role of early visual experience on the development of vision and the visual cortex. In particular we are interested in the visual and neural changes associated with lazy-eye (amblyopia). Lazy-eye is one of the most common neurodevelopmental disorders in children. We use a variety of neurobiological, computational, and psychophysics techniques in our experiments. Our studies explore the development of the visual cortex from new perspectives. We are searching for and finding clues that help us understand how the brain develops and new directions for treating lazy-eye.

Cognition / Perception – Evolution & Social Behaviour – Systems & Behavioural Neuroscience – Research & Clinical Training

Mirroring & Simulation, Power & the Brain, Sense of Agency, Culture & the Brain

I completed my PhD in Cognitive Neuroscience at University College London (UCL) where I worked under the supervision of Professor Patrick Haggard on questions relating to sensorimotor control and volition. Following my PhD, I was a Postdoctoral Fellow with Professor Melvyn A. Goodale at what is now the Brain and Mind Institute at Weste University, in London Ontario. I run the Social Brain, Body and Action Lab and the Neurosociety Lab at McMaster University.
I contribute to the scientific community by serving as a Co-Editor at Experimental Brain Research, an associate editor at the Quarterly Joual of Experimental Psychology and a review editor at Frontiers in Human Neuroscience. I was previously an Associate Editor at Cognitive Neuroscience and Acta Psychologica.

Cognition / Perception – Evolution & Social Behaviour – Systems & Behavioural Neuroscience – Research & Clinical Training

Mirroring & Simulation, Power & the Brain, Sense of Agency, Culture & the Brain

I completed my PhD in Cognitive Neuroscience at University College London (UCL) where I worked under the supervision of Professor Patrick Haggard on questions relating to sensorimotor control and volition. Following my PhD, I was a Postdoctoral Fellow with Professor Melvyn A. Goodale at what is now the Brain and Mind Institute at Weste University, in London Ontario. I run the Social Brain, Body and Action Lab and the Neurosociety Lab at McMaster University.
I contribute to the scientific community by serving as a Co-Editor at Experimental Brain Research, an associate editor at the Quarterly Joual of Experimental Psychology and a review editor at Frontiers in Human Neuroscience. I was previously an Associate Editor at Cognitive Neuroscience and Acta Psychologica.

human sexual attitudes and behaviours

I completed my graduate work at the University of Pennsylvania, under the direction of the late John Sabini. My research program has focussed on sex drive and its correlates: What is sex drive? How can we measure it without depending on contaminating information, such as whether one is able to procure a sex partner? How does sex drive affect our attitudes (e.g., opinions about the morality of various sex acts) and behaviours? (e.g., likelihood of engaging in casual sex).

human sexual attitudes and behaviours

I completed my graduate work at the University of Pennsylvania, under the direction of the late John Sabini. My research program has focussed on sex drive and its correlates: What is sex drive? How can we measure it without depending on contaminating information, such as whether one is able to procure a sex partner? How does sex drive affect our attitudes (e.g., opinions about the morality of various sex acts) and behaviours? (e.g., likelihood of engaging in casual sex).

Neurophysiology and neurotransmission; sensory receptors; experiential learning; curriculum development

I pursued my Ph.D. research under the supervision of Dr. Colin Nurse in the Department of Biology at McMaster. I was ? and still am ? fascinated by how neurons work; how do they sense information, and how to they transmit sensory signals to other cells? My Ph.D. project focused on identifying the mechanisms by which a specialized group of cells near the heart sense and respond to oxygen, carbon dioxide, and acid levels in the blood. See below for some selected publications; visit PubMed for a complete list.

Neurophysiology and neurotransmission; sensory receptors; experiential learning; curriculum development

I pursued my Ph.D. research under the supervision of Dr. Colin Nurse in the Department of Biology at McMaster. I was ? and still am ? fascinated by how neurons work; how do they sense information, and how to they transmit sensory signals to other cells? My Ph.D. project focused on identifying the mechanisms by which a specialized group of cells near the heart sense and respond to oxygen, carbon dioxide, and acid levels in the blood. See below for some selected publications; visit PubMed for a complete list.

Developmental Psychology – Evolution & Social Behaviour

What pre-requisites do you look for when evaluating a potential thesis student?

The minimum CA of 8.5.

What information are you going to want from a student who is interested in working in your lab?

Student’s grades will be retried by the ballot system once the balloting process is completed. In addition, I will look for evidence that we have research interests in common, either as a description on the ballot system or in an individual interview.

How do you want to be contacted?

You may contact me by e-mail, however, I may not respond until I evaluate the applications submitted through the ballot.

Evolutionary psychological perspectives on social perceptual development, social cognitive development, theory of mind and autism

Our work at the Rutherford Lab is experimental psychology motivated by evolutionary theory. What are the psychological adaptations shared by all humans that solve the adaptive problems of our ancestral environment? Specifically, we work on the questions of Social Perception and Social Perceptual Development. We study animacy perception, because discriminating what in the world is animate is the first developmental step in social cognition. We study face perception and the perception of emotional facial expressions, and we are exploring the development of categorical perception of emotional expressions. Once we know what social perceptual skills develop in the first years of life, we can develop tests for atypical development. Using eye tracking technology, we are finding very early markers of autism spectrum disorders, including how infants at risk for autism use motion information in animacy perception, the perception of faces, and the perception of emotional facial expressions, and how infants use facial eye gaze to capture attention.

Developmental Psychology – Evolution & Social Behaviour

What pre-requisites do you look for when evaluating a potential thesis student?

The minimum CA of 8.5.

What information are you going to want from a student who is interested in working in your lab?

Student’s grades will be retried by the ballot system once the balloting process is completed. In addition, I will look for evidence that we have research interests in common, either as a description on the ballot system or in an individual interview.

How do you want to be contacted?

You may contact me by e-mail, however, I may not respond until I evaluate the applications submitted through the ballot.

Evolutionary psychological perspectives on social perceptual development, social cognitive development, theory of mind and autism

Our work at the Rutherford Lab is experimental psychology motivated by evolutionary theory. What are the psychological adaptations shared by all humans that solve the adaptive problems of our ancestral environment? Specifically, we work on the questions of Social Perception and Social Perceptual Development. We study animacy perception, because discriminating what in the world is animate is the first developmental step in social cognition. We study face perception and the perception of emotional facial expressions, and we are exploring the development of categorical perception of emotional expressions. Once we know what social perceptual skills develop in the first years of life, we can develop tests for atypical development. Using eye tracking technology, we are finding very early markers of autism spectrum disorders, including how infants at risk for autism use motion information in animacy perception, the perception of faces, and the perception of emotional facial expressions, and how infants use facial eye gaze to capture attention.

Developmental Psychology – Evolution & Social Behaviour – Systems & Behavioural Neuroscience – Research & Clinical Training

What pre-requisites do you look for when evaluating a potential thesis student?

The minimum CA of a 4D09 is 8.5; the miminum CA for a 4D06 is 8.0.

What information are you going to want from a student who is interested in working in your lab?

Student’s grades will be retried by the ballot system once the balloting process is completed.

How do you want to be contacted?

I will evaluate applications on the ballot system once the ballot closes. You may contact me by e-mail, however, I may not respond until I evaluate the applications submitted through the ballot.

Developmental psychophysiology, social emotional development in children, neural basis of human emotion

Developmental Psychology – Evolution & Social Behaviour – Systems & Behavioural Neuroscience – Research & Clinical Training

What pre-requisites do you look for when evaluating a potential thesis student?

The minimum CA of a 4D09 is 8.5; the miminum CA for a 4D06 is 8.0.

What information are you going to want from a student who is interested in working in your lab?

Student’s grades will be retried by the ballot system once the balloting process is completed.

How do you want to be contacted?

I will evaluate applications on the ballot system once the ballot closes. You may contact me by e-mail, however, I may not respond until I evaluate the applications submitted through the ballot.

Developmental psychophysiology, social emotional development in children, neural basis of human emotion

Cognition / Perception – Developmental Psychology – Systems & Behavioural Neuroscience

What pre-requisites do you look for when evaluating a potential thesis student?

I look for students who have a strong background in perception, cognition, and neuroscience. You should have completed an upper year lab course in one of these topics and one or more upper year lecture courses on similar or related topics. I expect students to have a strong work ethic, good organizational skills and be self-motivated. A good CA is also desirable (9+).

What information are you going to want from a student who is interested in working in your lab?

I expect students to send me a covering letter outlining why they want to work in my lab specifically, what expertise they have that make my lab well suited to them, and what they hope to gain during the Thesis experience. outlining future goals also helps me gauge how serious a student is. Additionally, students should send a cv (i.e., a resume), and an unofficial transcript.

How do you want to be contacted?

Email

Crossmodal temporal processing, memory and visual search, varieties and effects of attention

Cognition / Perception – Developmental Psychology – Systems & Behavioural Neuroscience

What pre-requisites do you look for when evaluating a potential thesis student?

I look for students who have a strong background in perception, cognition, and neuroscience. You should have completed an upper year lab course in one of these topics and one or more upper year lecture courses on similar or related topics. I expect students to have a strong work ethic, good organizational skills and be self-motivated. A good CA is also desirable (9+).

What information are you going to want from a student who is interested in working in your lab?

I expect students to send me a covering letter outlining why they want to work in my lab specifically, what expertise they have that make my lab well suited to them, and what they hope to gain during the Thesis experience. outlining future goals also helps me gauge how serious a student is. Additionally, students should send a cv (i.e., a resume), and an unofficial transcript.

How do you want to be contacted?

Email

Crossmodal temporal processing, memory and visual search, varieties and effects of attention

Cognition / Perception – Systems & Behavioural Neuroscience

What pre-requisites do you look for when evaluating a potential thesis student?

What information are you going to want from a student who is interested in working in your lab?

Transcript and a resume

How do you want to be contacted?

email

visual perception, multisensory processing, visual motor control, locomotion, visual attention, driving, implicit leaing, spatial memory

Cognition / Perception – Systems & Behavioural Neuroscience

What pre-requisites do you look for when evaluating a potential thesis student?

What information are you going to want from a student who is interested in working in your lab?

Transcript and a resume

How do you want to be contacted?

email

visual perception, multisensory processing, visual motor control, locomotion, visual attention, driving, implicit leaing, spatial memory

Cognition / Perception – Developmental Psychology – Systems & Behavioural Neuroscience – Research & Clinical Training

What pre-requisites do you look for when evaluating a potential thesis student?

Students interested in my lab should have an interest in development and auditory perception. It is best if students have taken Sensation and Perception in second year and Audition and Development in 3rd year, but I will consider all good students. An interest and background in music is a plus for some thesis projects. Knowledge of EEG is a plus for other thesis projects.

What information are you going to want from a student who is interested in working in your lab?

CV and transcript

How do you want to be contacted?

Please e-mail me.

Development of auditory perception

In the Auditory Development Lab we study the perception of sound in infants, children, and adults, as well as the acquisition of music and language. We are interested in what infants perceive when they listen to speech and music, how this changes as they grow, and what influences how sound perception develops.

Cognition / Perception – Developmental Psychology – Systems & Behavioural Neuroscience – Research & Clinical Training

What pre-requisites do you look for when evaluating a potential thesis student?

Students interested in my lab should have an interest in development and auditory perception. It is best if students have taken Sensation and Perception in second year and Audition and Development in 3rd year, but I will consider all good students. An interest and background in music is a plus for some thesis projects. Knowledge of EEG is a plus for other thesis projects.

What information are you going to want from a student who is interested in working in your lab?

CV and transcript

How do you want to be contacted?

Please e-mail me.

Development of auditory perception

In the Auditory Development Lab we study the perception of sound in infants, children, and adults, as well as the acquisition of music and language. We are interested in what infants perceive when they listen to speech and music, how this changes as they grow, and what influences how sound perception develops.

Dr. Scott Watter is currently away on administrative leave

Cognition / Perception – Systems & Behavioural Neuroscience

Divided attention and executive control

My research program combines behavioural and electrophysiological methods to investigate the functional and neurological framework underlying central information processing and cognitive control in humans. My research focuses on three interrelated issues: central processing limitations in multiple task performance; executive control in working memory; and examining component processes involved in task switching.

Dr. Scott Watter is currently away on administrative leave

Cognition / Perception – Systems & Behavioural Neuroscience

Divided attention and executive control

My research program combines behavioural and electrophysiological methods to investigate the functional and neurological framework underlying central information processing and cognitive control in humans. My research focuses on three interrelated issues: central processing limitations in multiple task performance; executive control in working memory; and examining component processes involved in task switching.

Cognition / Perception – Developmental Psychology

Infants, visual perception, Face perception, Top-down perceptual modulation, Infants’ social biases, Eye-tracking, functional Near Infrared Spectroscopy (fNIRS)

Cognition / Perception – Developmental Psychology

Infants, visual perception, Face perception, Top-down perceptual modulation, Infants’ social biases, Eye-tracking, functional Near Infrared Spectroscopy (fNIRS)