Cognition in Complex Environments
Psychology postgraduate and PhDs
Our students enjoy research-led teaching and have opportunities for hands-on lab work within the research hubs. Our Psychology division is a frequent recipient of Carnegie Trust, BPS, and EPS research bursaries enabling our students to develop their research and communication skills.
About our research
The Cognitive Neuroscience group are researchers whose work spans across perception, memory, language, and action.
Collectively, we are interested in understanding the functional and neural mechanisms that support mind and behaviour. Our goal is to understand human cognition in complex and dynamic real-world scenarios. We pursue this by taking some research out of the laboratory and into the real world using a diverse set of research methods – combining multiple physiological measures.
Find out more more about our Centre for Mobile Cognition.
We are motivated by the belief that the future of Psychology lies in multi-disciplinary and impact-oriented research, underpinned by strong theory, rich data and powerful computational analysis. We are confident that basic research and impact go naturally together, and that high-quality research investigating complex naturalistic behaviour provides exciting opportunities to develop and test psychological theories.
In their first year of life, children undergo crucial changes in their perceptual, motor, cognitive, and social abilities. By systematically observing these changes we aim to gain understanding in what stimulates and what constrains child development in these different domains.
Such understanding is of vital importance to determine (a) why some children face problems in their development and (b) how these problems can be treated using evidence-based practice, as well as providing an invaluable window to basic understanding of the structure and origins of fully-developed human cognition.
Psychology at the University of Stirling has a long history of excellence in developmental research. We are concerned with several questions.
How do children distinguish good intentions from bad intentions?
How do they know what other people believe and want? How do children learn language?
When do children start to experience complex emotions, such as regret and relief?
How do children process faces?
At what age do prospective memory (remembering to remember) and episodic future thinking (thinking about oneself in the future) develop in very young children and are these skills affected by the burgeoning use of technology in modern life?
What can we learn about the typical development of children and their cognitive processes, compared to neurodiverse children (e.g., Autistic children or children with dyslexia)?
The SAND Project explores the effects of schooling across neurocognitive development.
Stirling has an outstanding record of face research. We study various aspects of face perception and memory, including low level visual processing, adaptation, gaze perception, developmental, mate preference and attractiveness, and mechanisms of recognition. We also cover forensic and neuropsychological aspects such as unfamiliar face matching, eye-witness memory, and identifying markers of covert face recognition (prosopagnosia, concealed face recognition).
We host the face research mailing list and the PICS face database. The four star REF impact EvoFIT facial composite system was developed at Stirling Face Lab by Peter Hancock and Charlie Frowd.
Find out more about Stirling Face Lab.
Stirling Visual Perception group combines expertise of several academic researchers, each with their autonomous lines of research, which all have the common aim of understanding how the brain processes visual information that enables us to see and interact with the environment.
Our main research areas include how the human brain processes shape, colour, texture, depth and motion; how we can track and segregate the dynamics of objects moving through everyday visual scenes; how focusing on some elements of visual (and multisensory) scenes affords them a processing advantage and how this focus fluctuates when we engage in a monotonous or demanding task for a while.
Our research approaches span different areas of visual neuroscience including human visual psychophysics, electrophysiology (EEG/ERP), computational approaches, as well as the neuroimaging of brain rhythms, either intrinsic or stimulus-driven, as indicators of cognitive functions, in concert with other physiological markers of one's current state of arousal, wakefulness and vigilance, such as pupil dilation.
The Stirling Autism Research (STAR) team consists of a group of autistic and non-autistic autism researchers based at the University of Stirling, Scotland.
We are passionate about autism research that makes a meaningful difference, and we have a particular focus on wellbeing. We believe that autism research can and should play a positive role in autistic people’s lives, and we acknowledge our responsibility as researchers in the narratives surrounding autism and autistic people.
Stirling Autism Research (STAR) comprises a range of researchers from different disciplines, such as psychology, neuroscience, social work and healthcare. Our aim is to conduct high-quality research, which aims to better understand the strengths and difficulties experienced by autistic people across the lifespan, to improve the quality of autistic people’s lives. Through our growing professional research network, we facilitate collaborations and research across the autism community, and engage in inter-disciplinary research with other universities and service providers.
Our research includes topics such as: mental health, wellbeing (e.g. anxiety, depression) and quality of life (e.g. social integration, everyday functioning, environmental, motivation); minority stress, community connectedness and autistic identity, autism acceptance and stigma, camouflaging, ageing, future thinking (thinking about the future), prospective memory (remembering to remember) and metacognition (thinking about thinking), executive function (e.g. planning, decision making, behaviour regulation).
Find out more about Stirling Autism Research.
Our research facilities
We have state-of-the-art and world-leading research facilities.
Our Psychological Imaging Laboratory hosts three 64-channel EEG recording suites (part of the Scottish Imaging Network: A Platform for Scientific Excellence), including one fitted with an eye tracker, and Transcranial Magnetic Stimulation (TMS) devices.
The Centre for Mobile Cognition has a suite of wearable technology that allows us to apply experimental methods in real-time outside the lab, including a portable electroencephalography (EEG) system, functional near-infrared spectroscopy (fNIRS), mobile eye-tracking, mobile heart rate variability (HRV) and electromyography (EMG) systems, and location tracking.
In developmental psychology we have an on-site Psychology Kindergarten (3 to 5 years) which offers invaluable access for both researchers and students. The kindergarten offers excellent facilities, including several video-monitored testing rooms and a one-way mirror observation room. We conduct observational studies, free-play paradigms, and experimental studies, including eye-tracking, and we are developing a child neuroimaging (EEG) lab. Children within the Kindergarten have the chance to participate in new research ideas with staff members trained in childcare and communication.
We have a dedicated Face Research Lab with testing cubicles fitted with several high-resolution remote eye trackers (Eyelinks, Tobii, SMI, Eyetribe), a 3D camera system and a meeting room. We also have a state-of-the-art facility for simultaneous recording of eye movements, autonomic activity, facial micro-expressions and vocal responses - The Conface Lab.
Our perception labs provide psychophysics equipment such as fully integrated computerized psychophysics system e.g., ViSaGe stimulus generators (programmable hardware system), ultra-high-precision displays (Display++), high-precision photometry and Wheatstone stereoscopes, as well as VR and AVR equipment, high resolution eye tracking and stereoscopic viewing systems.
We have a dedicated lab space for autism research.
Our research is supported by a wide range of funders including the BBSRC, ESRC, EPSRC, ERC, CSO, The Leverhulme Trust, The Wellcome Trust, The British Academy.
Stirling Psychology offers a vibrant and supportive environment for independent research fellows working on any aspect within our research groups, and we are always keen to welcome new members.
Members of the Cognition in Complex Environments Research Group
Research group members
Column one lists members of the group and column two describes each member's area of interest.
|Georgios Argyropoulos||Episodic memory, emotion regulation, eye-tracking, psycholinguistics, cognitive neuroscience, neuropsychology.|
|Anna K. Bobak||Super-recognisers, individual differences, face memory, face perception, psychological assessment, generalisability crisis.|
|Eilidh Cage||Autism, mental health, autistic identity, autism stigma, camouflaging, higher education.|
|Christine A. Caldwell||Social learning, cultural evolution, cumulative culture, cognitive development, animal cognition, metacognition.|
|Benjamin Dering||Electroencephalography (EEG), Alcohol-induced memory blackouts, binge-drinking, Cognitive Neuroscience, visual perception, episodic memory.|
|Paul Dudchenko||Spatial cognition, navigation, head-direction cells, place cells, hippocampus, memory.|
|Kumiko Fukumura||Human language communication, spoken production, language comprehension, eye-tracking, psycholinguistics.|
|Elena Gheorghiu||Visual perception (shape, texture, colour, depth, motion), visual adaptation, perceptual organisation, neuropsychology of vision, emotion understanding, computational vision.|
|Ross Goutcher||Visual perception (motion, depth); binocular vision; computational vision; multisensory perception; scene segmentation; perceptual decision-making.|
|Peter Hancock||Face perception, face recognition, holistic processing, facial composites, computer modelling, neural coding.|
|Magdalena Ietswaart||Perception and action, learning, real-world neuroimaging, neuro-rehabilitation and diagnostics, dementia prevention, sports medicine.|
|Christian Keitel||Visual and multisensory cognition, attention, human performance, brain rhythms, neuroimaging.|
|Dimitrios Kourtis||Joint action, human-robot interaction, action perception, object affordances, handedness, EEG.|
|Jan R. Kuipers||Bilingualism, speech production, learning, memory, selective attention, dyslexia.|
|Anthony J. Lee||
Face perception, social judgements, mate preferences, romantic relationships, evolutionary psychology, measurement and assessment.
|Stephen R. H. Langton||Social attention, face perception, face memory, visual attention.|
|Gema Martin-Ordas||Evolution, development, episodic memory, future thinking, time.|
|Ailsa E. Millen||Recognition memory (faces, objects, scenes), covert recognition, concealed recognition, visual attention, deception, metacognition|
|Jamie Murray||Episodic memory, retrieval precision, Event Related Potentials, ageing, associative learning, mixed & virtual reality.|
|Eva Rafetseder||Socio-cognitive development, counterfactual reasoning, counterfactual emotions, theory of mind, belief revision, imitation|
|Arran Reader||Action imitation, body representation, cognitive neuroscience, movement, transcranial magnetic stimulation|
Viktoria R Mileva face processing, face recognition, face matching, social status, evolutionary psychology
Daniel Carragher face recognition, face matching, human-algorithm teaming, first impressions, ensemble coding, laterality
Kirsten H. Blakey socio-cognitive development, social learning, belief revision, metacognition, cumulative culture, prosocial behaviour
Amanda Roestorf autism, ageing, physical health, mental health, quality of life, cognition
Georgia Alexandrou (Supervisors: 1st Dimitrios Kourtis, 2nd Magdalena Ietswaart, Hon. David Donaldson)
Samuel Bennett (Supervisors: 1st Benjamin Dering, 2nd Elena Gheorghiu)
Deborah Bruce (Supervisors: 1st Magdalena Ietswaart, 2nd Christine Caldwell)
Elizabeth Collins: (Supervisors: 1st Roger Watt, 2nd Line Caes, 3rd Eoin O’Sullivan) Research methods, effect sizes, open science, measurement error, statistics education
Faize Eryaman (Supervisors: 1st Craig Roberts, 2nd Eva Rafetseder)
Sebastian Gregersen (Supervisors: 1st Benjamin Dering, 2nd Pamela Rackow, 3rd Rachel Crockett, Hon. David Donaldson)
Judith Jackson (Supervisors: 1st Benjamin Dering, 2nd Paul Dudchenko, Hon. David Donaldson)
Liivia-Marie Lember (Supervisors: 1st Magdalena Ietswaart, 2nd Angus Hunter)
Duoduo Li (Supervisors: 1st Saihong Li, 2nd Jan Kuipers)
Matthew Logie (Supervisors: 1st Peter Hancock, Hon. David Donaldson)
Judith Lowes: (Supervisors: 1st Peter Hancock, 2nd Anna Bobak) Face recognition, developmental prosopagnosia, face, perception, rehabilitation, individual differences,
Alexander Martin (Supervisors: 1st Peter Hancock, 2nd Stephen Langton)
Courtney McKay (Supervisors: 1st Eva Rafetseder, 2nd Catherine Grainger)
Marisa McKinlay (Supervisors: 1st Eilidh Cage, Catherine Grainger. 2nd Mary Stewart external)
Lauren Murray (Supervisors: 1st Ross Goutcher, 2nd Benjamin Dering)
Magda Mustile (Supervisors: 1st Magdalena Ietswaart, 2nd Dimitrios Kourtis)
Michail Ntikas: (Supervisors: 1st Magdalena Ietswaart, 2nd Dimitrios Kurtis, Hon. David Donaldson) cognitive psychology, EEG, TMS, statistics, sub-concussive impacts, concussion
Ilaria Pina (Supervisors: 1st Paul Dudchenko, 2nd Rachel Crockett)
Rosyl Somai (Supervisors: 1st Peter Hancock, 2nd Kevin Swingler)
George Watts (Supervisors: 1st Eilidh Cage, 2nd Catherine Crompton external)
Phyllis Windsor (Supervisors: 1st Benjamin Dering, Hon. David Donaldson)