Face and eye-gaze processing; covert orienting of spatial attention; cognitive development, especially of Executive Functions.
Human colour perception and cognition with a special interest in individual and cross-cultural differences.
Emotions, social values, goal pursuit, self-identity, humanity esteem, nostalgia, Narcissism, environmental psychology.
Dr Clare Davies, Senior Lecturer in Psychology
Spatial and/or semantic cognition, memory and language; interdisciplinary work on geographic data and visualisation design (especially geographic e.g. cartography); visual attention; expertise effects on cognition; topological and metric understandings of space; spatial ability; demand characteristics; cognitive biases and statistical misinterpretation; environmental psychology; mental health and well-being practices linked to spiritual traditions.
Dr Tim Gamble, Senior Lecturer in Psychology
Risk and protective equipment; risk compensation; encouraging active transport; bicycling psychology; human-computer interaction; digital educational games.
Media influence on behaviour, specifically, 'parasocial' relationships with celebrities and other media figures; 'framing' in news media and its reception by the audience and mental health representations on the Internet. Also psychology and the arts, particularly music.
Social, Political and/or Community Psychology, specifically focussing on political identities (including citizenship and national identities) and political participation (including volunteerism, social activism and community development). Also projects looking at the spatial and group processes in phenomena such as 'prosocial' and 'antisocial' behaviour, particularly work informed by discursive approaches, place identity, and insights from related disciplines such as children's geographies and criminology.
The science of behaviour change and health: behaviour change intervention design and evaluation; behaviour within a health context more widely; eating behaviour and cognition (with a particular focus on decision-making); sleep; adolescent health, and health inequalities.
Electroencephalography (EEG), including ERPs and oscillations; Obsessive-Compulsive Disorder (OCD) and OCD symptoms in non-clinical populations; cognitive biases associated with psychopathology, especially thought-action fusion; thought-suppression and directed forgetting.
Eyewitness identification accuracy and decision making; effect of alcohol intoxication on eyewitness memory and identification evidence; eyewitness identification procedures.
Employee emotion and well-being; employment relationships; trust in the workplace; sensemaking.
Mental health; emotional and behavioural disorders in childhood, adolescence, and early adulthood; mental health stigma; mental health help-seeking; coping and resilience; peer relationships in childhood and adolescence; peer exclusion, rejection, and victimisation. Qualitative, quantitative, and mixed-methods research.
The psychology of language, in particular first-language acquisition and the processing of language production by children and adults; child development, in particular the development of moral reasoning; individual differences in general and in student learning in particular.
The effects of non-clinical personality traits on behaviour and cognition; Applied Research Methods (e.g. using technology in an applied setting).
Infancy and child development, particularly social and emotional development and comparative approaches.
Intergroup contact and support for equality principles and policies (Principle-Implementation Gap); the impact of disparagement humour (e.g. sexist, racist, homophobic humour) on humour targets and humour audiences; gender-based segregation in public spaces (trains, hospitals, schools, coffee shops, bars); non-WEIRD research, specifically the use of social psychological methods in locations not commonly investigated by social psychologists.
Prof. Maria Uther, Professor of Cognitive Psychology
Speech and auditory perception; first and second spoken language acquisition; music perception; use of mobile and educational technologies; human factors; occupational psychology.
Educational and developmental psychology: reading development; reading motivation; learning motivation; maths development; social and emotional difficulties within education; bullying in and out of school; education of and support for looked-after children.
Investigative interviewing procedures (in particular multiple interviews, social support and rapport-building); child witnesses and victims; rape myths; domestic abuse.
Methods of eliciting evidence from eyewitnesses; investigative interviewing; eyewitness identification; vulnerable witnesses (children and older adults).
Belief and disbelief in conspiracy theories; online communication; social networking; ideology and authoritarianism; research methods.