جست‌وجوی استاد و پژوهشگر

Lauren Cooperمشاهده پروفایل

دانشیار

• False Memory
• Memory and Emotion
• Cognitive Psychology
• +۶ مورد دیگر

Dr. Lauren Cooper is a cognitive psychologist and faculty member in the Department of Psychology at City St George's, University of London, part of the School of Health & Social Science. She holds a PhD in Cognitive Psychology from Lancaster University (2007) and has been actively contributing to research on memory, particularly false memory, emotional memory, and developmental aspects of memory since 2007. She has led research grants from the ESRC and has published extensively in top-tier journals. PhD in Cognitive Psychology, Lancaster University, 2007 Her research focuses on false memory formation , especially under emotional conditions, in children, and in autism. She investigates how emotional salience, delay, attention, and retrieval processes influence memory errors. Her recent work explores false memory in autistic adults, using the DRM paradigm to examine associative processing mechanisms. The trend in her recent publications shows a strong focus on emotional false memory , autism and memory , and cognitive control in retrieval . She employs behavioral experiments, eye-tracking, and signal detection analysis to understand memory distortions. Scientific awards and grants include: ESRC Grant (2010): The role of retrieval processes in false recognition Grant (2015): The effect of valence and arousal on emotional false memory development Dr. Cooper has served as Associate Dean (Education) for SASS at City University London (2017–2020) and as Honorary Secretary of the BPS Cognitive Section (2015–2018). She has advised on memory and miscarriages of justice and has contributed to forensic psychiatry literature. There is no mention of formal students or lab leadership, but she collaborates widely with researchers at Oxford, Surrey, and UCL. She is affiliated with research teams exploring memory and emotion, and her work has implications for legal, educational, and clinical settings.

• Adaptive memory and its development
• Autobiographical memory
• False memory
• +۶ مورد دیگر

Professor Mark Howe is a distinguished academic in developmental psychology, currently serving in the Department of Psychology at City St George's, University of London. With a career spanning over 40 years, he previously held prominent positions including University Chair in Developmental Psychology at Lancaster University (2005-2012), Professor of Psychology and Dean roles at Lakehead University in Canada (1999-2005), and Professorships at Memorial University and the University of Victoria. As Editor of Memory journal, he has significantly shaped the field while providing expert consultation on memory in legal contexts across Canada, the USA, and UK for over two decades. Professor Howe's research focuses on memory development across the lifespan, with expertise in adaptive memory systems, autobiographical memory formation, false memory phenomena, and the cognitive mechanisms underlying memory in both typical and traumatic contexts. His work bridges theoretical understanding with practical applications, particularly in legal settings where memory reliability is crucial. He has made significant contributions to understanding how children's memory systems develop, how trauma affects memory processes, and how false memories can form and influence behavior and decision-making. His scholarly output reveals consistent focus on memory development, false memory phenomena, and legal applications. Recent publications (2023-2025) demonstrate continued leadership in examining the neuroscience of dissociative amnesia, refining forensic guidelines for memory testimony, investigating memory development trajectories, and exploring how false memories can positively influence problem-solving and decision-making processes. Fellow of the British Psychological Society Fellow of the American Psychological Association Fellow of the Psychonomic Society Fellow of the Association for Psychological Science Professor Howe has secured substantial research funding including Economic and Social Research Council UK grants totaling over £950,000 for projects on false memory development and priming, plus a $1.54 million National Institute of Mental Health grant examining memory processes in maltreated children. His media contributions and public lectures on memory and trauma have helped translate complex psychological concepts for broader audiences while maintaining rigorous scientific standards.

Carlos Javier Gómez Arizaمشاهده پروفایل

استاد

• Cognitive Psychology
• Educational Psychology
• Memory and Forgetting
• +۳ مورد دیگر

Carlos Javier Gómez Ariza is a Professor in the Department of Psychology at the University of Jaen, Spain, specializing in cognitive and educational psychology. His research integrates neuromodulation techniques with memory studies to explore fundamental cognitive mechanisms and their educational applications. He earned his Doctorate from the University of Granada in 2003 with the thesis "Resistencia a la interferencia durante la recuperación: un estudio evolutivo" (Resistance to interference during retrieval: an evolutionary study), supervised by Dr. María Teresa Bajo Molina. His academic career centers on the Department of Psychology within the University of Jaen's institutional framework. Dr. Gómez Ariza's research spans memory inhibition , active forgetting mechanisms , and neuromodulation applications using transcranial direct current stimulation (tDCS) and transcranial alternating current stimulation (tACS). His work investigates how brain stimulation modulates prefrontal and temporal lobe functions during semantic processing, false memory formation, and cognitive control. Key contributions include establishing causal roles of specific brain regions in retrieval-induced forgetting and developing educational interventions based on retrieval practice. Analysis of his 15 most recent publications reveals a dominant focus on prefrontal-temporal network interactions during memory tasks, with increasing application of tDCS/tACS to modulate default mode network connectivity. His research bridges basic cognitive neuroscience with practical educational contexts, particularly through school-based studies on retrieval practice and concept mapping. He actively collaborates with the "Development and Research in Education in Andalusia" research group, focusing on translating cognitive principles into educational strategies while maintaining strong ties to cognitive neuroscience methodologies.

Amy Shapiroمشاهده پروفایل

استاد

• Memory Errors
• False Memory
• Discovered Memory
• +۷ مورد دیگر

Amy Shapiro serves as Dean of the Honors College at the University of Massachusetts Dartmouth, where she oversees the University Honors Program and Commonwealth Scholar requirements. Located in the Claire T. Carney Library, she teaches HON 490 and HON 491 courses focused on honors thesis development and public presentation of research. PhD in Psychology from Brown University (1992) Dr. Shapiro's research program investigates cognitive mechanisms underlying memory storage and retrieval across multiple contexts. Her work spans classroom settings, laboratory environments, and real-world applications, with particular emphasis on how digital technologies influence learning processes. Current research examines why individuals employ rigorous cognitive strategies in most domains yet adopt error-prone approaches when evaluating conspiracy theories and misinformation, seeking to identify the personality characteristics and cognitive processes that drive these inconsistencies. Her publication record reveals consistent scholarly productivity with research themes evolving from foundational memory studies toward contemporary investigations of misinformation and technology-mediated learning. The most recent work (2024) addresses domains of baseless belief, while earlier publications (2017-2005) established her expertise in classroom response systems, hypertext learning, and memory phenomena. This trajectory demonstrates sustained contribution to understanding how people process information and form beliefs across changing technological landscapes. Dr. Shapiro has secured research funding from significant sources including the US Department of Education's Institute of Education Sciences (IES) program and the James S. McDonnell Foundation, supporting her investigations into memory and learning processes. Directs individual advising, mentoring, and funding initiatives for honors students Oversees the Honors College Student Council which builds academic community Manages the APEX (Advanced Practice Experience) requirement for Commonwealth Scholars The Honors College under her leadership has launched initiatives supporting student achievements through specialized advising and research funding opportunities, including the Founders' Scholarship program for incoming students.

• Cognitive Psychology
• Creativity
• Insight Problem Solving
• +۳ مورد دیگر

Dr. Emma Threadgold is a Senior Lecturer in Psychology at the University of Central Lancashire (UCLan), affiliated with the School of Psychology and Humanities. She holds roles as Chair of the Science Ethics Board and Research Degree Tutor within the school. Her research focuses on cognitive psychology, particularly insight problem solving, creativity, distraction mechanisms, and false memory phenomena. She has contributed to over 14 peer-reviewed publications between 2015–2024, exploring topics ranging from aesthetic judgments to environmental impact estimation biases. Her work frequently addresses how external stimuli (e.g., background music, irrelevant sounds) affect cognitive processes like creativity and problem-solving. Recent studies investigate the 'negative footprint illusion'—how people misperceive environmental impact metrics—and the role of stimulus complexity in art appreciation. She collaborates with researchers in cognitive psychology, neuroscience, and environmental science, reflecting her interdisciplinary approach.