Summer Research Program

Do older adults see illusory faces like younger adults do?

Supervisor: Dr Sarah Grainger (s.grainger@uq.edu.au)

Duration: 10 weeks

Humans are hardwired to perceive faces and as a result often see illusory faces in everyday objects. This common phenomenon is referred to as face pareidolia, and is consistently observed in younger adults. However, it remains to be seen whether normal adult ageing influences face pareidolia. We know that older adults show difficulties in human face perception, therefore it might be expected that these difficulties also extend to illusory faces, but this is yet to be tested empirically. Older adults also exhibit a robust ‘positivity effect’, whereby they show an attentional preference for positive over negative information. This poses an interesting question – are older adults more likely to see illusory faces that depict positive relative to negative expressions (i.e., happiness)? This summer project will be the first answer these research questions.

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Are autistic traits neuroprotective in older age?

Supervisor: Dr Julie Henry (julie.henry@uq.edu.au)

Duration: 10 weeks

Autism Spectrum Disorder (ASD) is a lifelong neurological developmental disorder characterised by a range of impairments in core social cognitive capacities. Although much is now known about social cognitive function and how it relates to ASD during childhood and adolescence, far less is understood about ASD-related social cognitive impairments in later life. Interestingly, emerging evidence suggests that for people with ASD, the capacity to infer others’ mental states or theory of mind remains stable across the lifespan, which contrasts with the robust age-related declines in theory of mind that characterises normal adult ageing. This relative lack of decline seen in ASD aligns with the ‘Safeguard Hypothesis’, whereby the presence of ASD across the lifespan is characterised as protective against social-cognitive age-related decline. This is because the presence of ASD should theoretically be associated with the need to acquire adaptive strategies to mitigate cognitive challenges which are not present in typically developing persons. The present study provides a direct test of the Safeguard Hypothesis, by examining how age interacts with autistic traits on a range of different social cognitive tasks.

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How do we learn to fear?

Supervisor: Dr Julie Henry (julie.henry@uq.edu.au)

Duration: 10 weeks

Fear is a learned behaviour and is designed to protect us from harm. But sometimes the fear response we have to specific stimuli is excessive, persistent, and non-functional, and this is known as a phobia. Because phobias are very common, this project aims to better understand how fear responses develop, by investigating association-based affective learning. Of particular interest is whether gaze cues might act to condition fear. The results will not only have important theoretical implications, but also potentially important clinical ones by helping to understand the development of phobias, and how they might be treated.

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Seeing fearful expressions: how expectations interact with awareness

Supervisor: Assoc Prof Alan Pegna (a.pegna@uq.edu.au)

Duration: 10 weeks

A great deal of electrophysiological and brain imaging studies have investigated the interactions between awareness and emotion processing. A consensus has emerged indicating that some degree of unconscious processing of emotional faces can occur. However, an important aspect has been overlooked: that of is expectation. Indeed, an unexpected threatening stimulus may break into awareness more readily than an expected stimulus. This occurs because hypotheses are continuously generated about the environment, and top-down signals that are inconsistent with a predictions may enhance perceptual processes. The current project addresses this issue using electrophysiology (EEG/ERP). In this study will examine whether the awareness of emotionally expressive faces is modulated by expectations.

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Bystander responses to dysfunctional and abusive workplace behaviour: A scoping review

Supervisor: Dr Annabelle Neall (a.neall@uq.edu.au)

Duration: 8 weeks

Dysfunctional and abusive workplace behaviour is an ongoing threat to the health and productivity of workplaces (Mikkelsen et al. 2020). Organisations, practitioners, and academics alike continue to seek methods for preventing and managing such behaviours. One area of intervention – bystander intervention – has received increased attention in recent years, spurred by social movements such as #metoo (Brown & Battle, 2019 ; O’Neil et al 2019 ). Understanding how witnesses and bystanders are affected by poor workplace behaviours (Salin & Notelaers, 2018 ; Sprigg et al., 2019 ), and how they respond to such behaviours (Li et al. 2019 ; Ng et al. 2019 ) may form a solid foundation from which organisations can shape policy, procedure, and processes to tackle unwanted workplace behaviour. However, this field of research, especially in an organisational context, is segmented and piecemeal. A thorough evaluation and ‘stock take’ of existing scholarly investigations of bystander intervention is needed to provide (a) a robust evidence-base for organisations to draw upon and build policy, and (b) a basis for academics to continue contributing meaningfully to the scope of research

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Modelling cultural evolution

Supervisor: Assoc Prof Brendan Zietsch (zietsch@psy.uq.edu.au)

Duration: 10 weeks

Cultural evolution is purported to involve change and development of cultural features analogous to the evolution of biological features by natural election. The aim of the project is to use mathematical and/or agent-based modelling to interrogate the feasibility of processes relating to cultural evolution

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The Influence of crossmodal correspondences on the cueing of spatial attention

Supervisor: Dr Mick Zeljko (m.zeljko@uq.edu.au)

Duration: 8 weeks

Crossmodal correspondences (CMCs) are observed relationships between seemingly unrelated stimulus features in different modalities (Marks, 1987). For example, the auditory feature of pitch appears to have CMC relationships with a number of seemingly unrelated visual features including visual size, elevation in the visual field, and lightness. These relationships are such that certain feature levels in one modality appear to associate preferentially with certain feature levels in the other modality. So, in terms of auditory pitch and the various mentioned visual features, high (compared to low) pitch tones are observed to associate preferentially with visually smaller (compared with larger) objects with visual stimuli higher (compared with lower) in the visual field, and with whiter (compared with blacker) objects. The CMC feature pairs that are observed to associate preferentially are typically labelled congruent and the reverse pairings, incongruent. Preferential association in CMCs has been observed in a number of ways, but most commonly in speeded response paradigms. In a typical arrangement, observers presented with pairs of crossmodal stimuli are tasked with rapidly detecting or classifying the stimulus in one modality with the stimulus in the other modality being task irrelevant and non-predictive. The general finding is that target stimuli presented with a CMC congruent crossmodal stimulus are detected or classified faster than those presented with an incongruent crossmodal stimulus.

Recently, we demonstrated that attentional mechanisms do not underlie CMC congruency effects (Zeljko et al., 2019). It is possible, however, that crossmodal congruency may act as a multisensory feature that can enhance attentional processes. This project forms a part of our ongoing work investigating this issue.

Our general approach is to use psychophysical methods, typically reaction times or signal detection theory. We use standard PCs to present participants with audiovisual stimuli and record their responses. Our experimental programs are written in Matlab using the Psychtoolbox extensions. Experimental sessions usually involve a single participant completing several experimental tasks over a one-hour period

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Multisensory integration in 3D space using virtual reality (VR)

Supervisor: Dr Mick Zeljko (m.zeljko@uq.edu.au)

Duration: 8 weeks

Virtual reality is a new and powerful approach to psychophysics allowing experiments in complex, ecologically valid environments that are still controllable. Here, we are using VR to investigate perception and action in 3D space.

While space seems subjectively continuous, in terms of processing by the brain, it is in fact divided, and different brain systems appear to be involved in monitoring different regions of space with different priorities. Peripersonal space (PPS), the space closest to the body, is a mediation zone between the body and the environment and has been found to be prioritised for two functions: voluntary object-oriented action, and the identification and reaction to aversive stimuli (Graziano & Cooke, 2006; Rizzolatti et al., 1981). Evidence from cell recording paradigms, behavioural experiments, and functional imaging suggest that PPS is coded in a multisensory fashion (Ladavas & Serino, 2008) and in PPS, visual and tactile sensory information is integrated faster than information outside reach (Pavani & Castiello, 2003; Spence, Pavani, & Driver, 2004; Spence, Pavani, Maravita, & Holmes, 2004).

PPS has been shown to be extremely dynamic, rapidly adjusting to both endogenous and exogenous factors. Most famously, manipulation-based PPS around the hands of monkeys was found to extend to a tool following active, but not passive, use of the tool (Iriki et al, 1996). PPS has been found to shrink in participants wearing wrist weights (Lourenco & Longo, 2009) and when dangerous objects were presented close to the boundary of the PPS (Coello et al., 2012).

We are running several studies in VR that use multisensory integration (either audiovisual or visuotactile) to examine aspects of PPS. Our general approach is to use psychophysical methods, typically reaction times or signal detection theory. We use standard PCs to present participants with multisensory stimuli through a VR setup and record their responses. Our experimental programs are written in Unity. Experimental sessions usually involve a single participant completing several experimental tasks over a one-hour period.

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How to make it through the daily grind: Strategies for work-life balance and well-being

Supervisor: Assoc Prof Stacey Parker (s.parker@psy.uq.edu.au)

Duration: 10 weeks

I am offering the chance to be a part of a larger project, working together with myself, my PhD students, and other collaborators, on experience sampling studies about how people sustain their fatigue and vitality during work and after working (i.e., via micro breaks, recovery strategies). We are interested to learn if energy management during the workday can contribute to recovery from work-related effort that evening at home. Moreover, if particular boundary management strategies (i.e., work-life segmentation vs integration) can help to support wellbeing day-to-day and week-to-week.

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Family life skills Triple P trial: Supporting families’ mental health and wellbeing with a new parenting and life skills intervention

Supervisor: Dr Carys Chainey (c.chainey@uq.edu.au)

Duration: 10 weeks

This project aims to provide families with targeted support to meaningfully reduce the intergenerational impacts of adversity on mental health and wellbeing. We propose to conduct the first randomised controlled trial (RCT) of a new intervention, Family Life Skills Triple P (FLSTP). This innovative program has been designed to enhance a range of parenting and life skills using a trauma-informed perspective. It aims to support parents to develop knowledge and skills to enhance self-regulation, communication, self-compassion, habit formation, and dealing with the past, in addition to positive parenting. By assisting parents in this integrated manner, FLSTP aims to strengthen parents’ mental health, parenting skills and social support; and concurrently improve children’s mental health and social, emotional, and behavioural wellbeing.

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Assessing the useability of evidence-based parenting program practitioner training methods

Supervisor: Dr Carys Chainey (c.chainey@uq.edu.au)

Duration: 10 weeks

Across the world, thousands of practitioners are trained to deliver evidence-based parenting programs every year. This project aims to assess the training programs used with these practitioners, using a human centred design approach focused on usability principles. Utilising quantitative and qualitative methods, we will empirically explore practitioners’ perceptions of the training methods used, and the effectiveness of those methods in improving practitioners’ knowledge and skills.

A scholar is required to assist with this project. Their tasks and responsibilities may include: Conducting literature reviews, cleaning and preparing datasets for analysis, conducting missing values analysis and imputation, assessing the normality and reliability of scales, statistically describing the sample and scales, conducting parametric and non-parametric analyses (e.g., correlations, regression), writing up the methods used and the results obtained, and creating publication-quality tables and figures to depict results.

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Neuromodulation of behaviour

Supervisor: Dr Li Ann Leow (l.leow@uq.edu.au)

We often act with the aim of obtaining rewarding outcomes and/or avoiding punishing outcomes. The processing of rewards and punishments is affected by the neurotransmitter dopamine. In this work, you will help conduct and run studies where we examine how behaviour is affected by manipulating brain function via dopamine medications, brain stimulation and/or behavioural techniques

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Tell me your stories: Exploring the links between narratives of discrimination and psychological adjustment in People of Colour

Supervisor: Dr Kana Imuta (k.imuta@uq.edu.au)

Duration: 10 weeks

One inescapable challenge that manifests in the daily lives of People of Colour is the experiences of racial-ethnic prejudice and discrimination—indeed, the literature is replete with findings that demonstrate the clear link between these experiences and poor psychological adjustment in this population (for a review, see Lui & Quezada, 2019). An emerging literature has begun to suggest, however, that some individuals appear to turn the ‘bad’ into ‘good’ and experience positive psychological adjustment outcomes instead (e.g., Tineo et al., 2021).

The aim of this project is to gain insights into why experiences of racial-ethnic prejudice and discrimination are linked to negative mental health outcomes for many, but to positive mental health outcomes for some. To do this, we have asked People of Colour to tell their stories of everyday experiences of racial-ethnic prejudice and discrimination. We are interested in how the different ways in which individuals reflect on their experiences and tell their stories are linked to negative and positive mental health measures. As a Summer Research Scholar on this project, you will be involved in the process of coding the stories.

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Impact of childhood trauma on adult health outcomes

Supervisor: Dr Kana Imuta (k.imuta@uq.edu.au)

Duration: 10 weeks

Traumatic experiences in childhood have been linked to a variety of poor health outcomes in adulthood. A large portion of this literature have focused on traumatic experiences as defined by physical and sexual abuse, however, findings from studies that have examined trauma rooted in emotional experiences suggest that this form of childhood trauma can be equally - if not more powerful - in predicting long-term health outcomes. We are currently in the process of conducting a meta-analytic review on studies that have examined the links between childhood trauma and chronic pelvic pain in adulthood, with the aim to bring the issue of childhood emotional trauma to the spotlight. As a Summer Research Scholar on this project, you will primarily be involved with the process of extracting information from relevant previous research studies in preparation for conducting the meta-analysis.

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Interdisciplinary research literature review and writing

Supervisor: Prof Winnifred Louis (w.louis@psy.uq.edu.au)

Duration: 10 weeks

Students will participate in a trial of a new methodology for cutting edge interdisciplinary literature reviews focusing on topics in peace, democracy, and the environment. The work involves reading articles across disciplines every week for assigned keywords; coding information and entering into a database; and distilling key findings into a weekly 1-2 page summary. Students are not expected to have any background with interdisciplinary literature reviews. However, a demonstrated record of excellence in academic work, interest in interdisciplinary approaches, experience with community service and leadership, and the capacity to work independently but also in pairs and small groups, are all desired.

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Policy mapping and research translation in the Social Change Lab

Supervisor: Prof Winnifred Louis (w.louis@psy.uq.edu.au)

Duration: 6 weeks

The project will compile resources for policy impact with psychological data at the individual and group level, primarily in the areas of environmental sustainability, democracy, and peace. Students will work to develop teaching materials, policy stakeholder maps, and research translation (e.g., blog posts or videos), for existing publications and data sets (primarily on social movements and collective action). Students are not expected to have any background with policy work itself. A demonstrated record of excellence in academic work, experience with community service and leadership, and the capacity to work independently but also in pairs and small groups, are desired.

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Social network analysis in the Social Change Lab

Supervisor: Prof Winnifred Louis (w.louis@psy.uq.edu.au)

Duration: 6 weeks

The project will compile resources for social network analysis with psychological data at the individual and group level, develop teaching materials and template scripts and write-ups, and analyse existing data sets (primarily on social movements and collective action). Students are not expected to have any background with social network analysis itself, but must have a demonstrated record of excellence in statistical analyses and research methods, and the capacity to work independently but also in pairs and small groups.

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Examining the psychological impacts of integrated residential housing for young people with high-level disability

Supervisor: Dr James Kirby (j.kirby@psy.uq.edu.au)

Duration: 10 weeks

I am currently working with Youngcare, an organisation dedicated to helping young adults with high disability needs transition from inappropriate to appropriate housing. The aim of this research project will be to conduct a systematic review of literature surrounding housing among young individuals with high levels of disability, with a focus on their mental (greater wellbeing and lower distress) and physical health (the degree of normative functioning facilitated by environmental factors, such as age-appropriate accommodation), as well as their general specific needs.

This review will also capture the effects appropriate housing (e.g., age-appropriate housing that promotes autonomy) and community integration (e.g., ability to access restaurants, cafes, sporting facilities, etc) has on individuals’ mental and physical health. We also intend to review barriers (e.g., difficulties surrounding the NDIS application process) and facilitators (e.g., social support, trait differences, etc.) that enable this population to access age-appropriate housing.

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Visual working memory and attention

Supervisor: Assoc Prof Stef Becker and Dr Zach Hamblin Frohman (s.becker@psy.uq.edu.au and  z.hamblinfrohman@uq.edu.au)

Duration: 8 weeks

The aim of this project is to test how attention, awareness and visual working memory are interconnected. To test this question, applicants will be collecting data in a computer-based experiment while tracking the participant’s eye movements with an eye tracker. It is envisaged to test ~30-40 participants in 2 separate experiments. Students will be provided with help for all aspects of the work, including testing and data analysis.

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Intuitive genetics: Do our faces carry information about our genetic relationships?

Supervisor: Dr Jess Taubert (j.taubert@uq.edu.au)

Duration: 10 weeks

The structure of the human face allows it to signal a wide range of useful information about a person's gender, identity, mood, etc. The goal of this project is to determine whether facial structure also signals ancestry. Anecdotally, we often think we look like our biological parents and kin, and previous research has shown that nonhuman primates can recognize the faces of genetically-related individuals, but kin recognition in humans is poorly understood. In addition to kin recognition being an interesting phenomenon to study in itself, understanding how it is accomplished will shed light on how humans recognize and evaluate faces and more generally. Specific aims and approach: Step one will be to build a large stimulus set of images depicting various people belonging to different families. Then we will use these photographs to determine whether human participants can accurately group unfamiliar people into families based on facial features alone. The central hypothesis (i.e., that we can recognize kin) will be tested using multiple experimental tasks. Data will be collected remotely and in the laboratory.

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Do we know recognize when someone is in pain from their facial expression?

Supervisor: Dr Jess Taubert (j.taubert@uq.edu.au)

Duration: 10 weeks While trying to understand how we recognise facial expressions, studies have tended to focus on 6 “basic” expressions (happy, sad, surprise, fear, anger, and disgust). However, researchers are now questioning whether these 6 expressions successfully characterize the full spectrum of naturalistic facial expressions that we see and recognise in our everyday lives. In this project we will investigate the idea that “pain” is a basic facial expression that we can recognize. Findings will have implications for models of affective processing, mental state attribution and theory of mind but this is also a highly translational problem space; future studies could look at the relationship between pain recognition and biased outcomes in various applied settings, including hospitals.

Specific aims and approach: The first step will be to build a stimulus set comprised of naturalistic photographs depicting unfamiliar people in physical or emotional pain, as well as control photographs taken while the same people are in other emotional states (e.g., calm). The second step will be to use these photographs in behavioural experiments designed to test whether human participants can accurately detect and recognise people in physical pain as opposed to other emotional states. Data will be collected remotely and in the laboratory. Should time allow, the final phase of this project will examine the relationship between real world experience and the recognition of pain in others’.

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Are dogs our best friends? The impact of pet ownership on the mechanisms driving gaze following

Supervisor: Dr Jess Taubert (j.taubert@uq.edu.au)

Duration: 10 weeks

From the moment we are born, we follow the gaze of others. Not only is gaze following thought to be a core aspect of social cognition in itself, it is an essential developmental building block for language acquisition and theory of mind. However, we do not yet understand whether our capacity to follow the gaze of others is driven exclusively by human gaze direction cues. This project is designed to investigate the plasticity underlying gaze following by measuring the impact of pet ownership on our sensitivity to gaze direction cues in nonhuman faces. This line of investigation is significant and impactful because it will inform neural models of gaze following and social attention. Further it will provide empirical support for the use of animal-assisted interventions for mitigating the symptoms of attentional and affective disorders.

Specific aims and approach: This project constitutes the a step towards understanding whether, at the behavioural level, there is any evidence to suggest that pet owners are more sensitive to gaze direction cues (in human or pet faces) than people without pets at home. We will use standard gaze following experiments to measure sensitivity in a large sample of human participants. We will also need to query each participant’s level of experience and empathy towards animals.

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Episodic foresight and emotion across the life span

Supervisor: Dr Fiona McCallum (f.maccallum@uq.edu.au)

Duration: 8 weeks

Episodic foresight is the ability to mentally project ourselves into the future, to allow us to act in adaptive future-oriented ways in the present. Research has found that this essential ability declines as we age. Given how critical episodic foresight is in our day-to-day lives (think planning dinner, managing finances, taking medications), any decline in our ability could have important implications for our capacity to function autonomously, as well as broader implications for our quality of life. To date episodic foresight has primarily been examined using neutral stimuli. The goal of this project is to examine how emotion impacts episodic foresight using a behavioural paradigm (Virtual Week- Emotional Foresight). This is a computer game where participants are required to identify and solve common daily problems as they move around an online board. Our goal is to establish whether the presence or absence of emotional content is an important determinant of episodic foresight capacity at different stages of the adult lifespan.

This project will involve recruiting two groups of participants from the community (65+ and 40-65 years of age) and conducting 90-minute face-to-face research sessions with these participants where they complete the virtual week task and several measures of cognitive functioning. We are hoping to recruit approximately 40 participants. There will also be some cleaning and preparing of data for analysis. This project is run in collaboration with Professor Julie Henry’s research lab.

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The digitalization of evidence-based professional training

Supervisor: Dr April Hoang (a.phuong@uq.edu.au)

Duration: 10 weeks

Consultation skill is a core component of effective intervention in medical and health. It is important however to note that it is not easy to teach or assess consultation skills training. Currently, the majority of interaction analysis systems in medical and health training are operationalised by trainers using checklists or their own judgements without computer support. Consequently, the training capacity is often limited. With online training, this human-dependent method of assessment becomes even more challenging.

This project aims to (1) explore the efficiency of different professional training approach for the online environment and (2) develop an (AI) agent to support the process of skill training and assessment. By adopting cutting-edge AI technologies, we aim to develop an automated feedback system (AFS) to mimic the role of a trainer to assess trainees’ consultation skills and provide them with appropriate feedback.

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Parenting and children moral outcomes

Supervisor: Dr April Hoang (a.phuong@uq.edu.au)

Duration: 10 weeks

In the current society, we can see a decrease in morality as selfishness and self-centeredness cause people not to care for others (Carlson et al., 2022; Ivanhoe, 2018), therefore it is important to facilitate moral development in children, so they can grow up into a person with a good character and make reasonable choices.

This study aims to explore the extent to which different parenting dimensions (parental warmth, parental control, facilitative parenting practices, parents’ compassion) uniquely and jointly contribute to children’s moral development.

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Exploring automatic imitation in a strategic context

Supervisor: Dr Sumeet Farwaha (s.farwaha@uq.edu.au)

Duration: 6 weeks

Humans are inherently social. From the moment we are born, we rely significantly on others for survival. As we grow older, we come across countless opportunities to form new relationships and interact with others in a variety of settings. One common observation during these interactions is that humans tend to automatically and non-consciously imitate the actions of others, a phenomenon that has been linked to the emergence of important socio-cognitive capacities such as language acquisition (Tomasello, 1999) and theory of mind (Meltzoff & Gopnik, 1993). Unfortunately, most work exploring automatic imitation in the laboratory has relied on adult participants and their performance on arduous computer tasks (Heyes, 2011). As such, this project will explore and compare the imitative tendencies of children and adults in a real-world setting.

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Social frailty in clinical outcomes

Supervisor: Dr Sarah Coundouris (s.coundouris@uq.edu.au)

Duration: 10 weeks

Frailty refers to a vulnerability state that becomes more common as we grow older and can present in physical, cognitive as well as social domains of functioning. All three types of frailty have been linked to important clinical outcomes that include poor mental health, an increased risk of physical disability, and even mortality.

While traditionally physical and cognitive frailty have been the focus of greatest research, in more recent years there has been recognition of the importance of social frailty. Social frailty is characterised by profound loneliness, reduced social engagement, and a perceived and/or actual lack of social support.

However, important questions remain about which aspects of social frailty are most important from both a clinical and a theoretical perspective. This is because while some studies have considered social frailty objectively (e.g., size of social network), others have considered it subjectively (e.g., perceived social support, loneliness), or have used measures that combine both objective and subjective indicators.

The aim of this project is therefore to use meta-analytic techniques to examine for the first time:

1) How social frailty has been operationalised across studies (objectively vs. subjectively vs. combined); and 2) Which social frailty characterisation is more strongly correlated with important clinical outcomes Answers to these questions will have important theoretical and practical implications.

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Theory of mind development in children with neurodevelopmental disorders and children who are deaf/hard of hearing

Supervisor: Dr Aisling Mulvihill (a.mulvihill@uq.edu.au)

Duration: 8 weeks

Theory of Mind (ToM) is the ability to represent one’s own and others’ mental states. The development of ToM understanding is a foundational for children’s social development. Research has demonstrated a strong link between ToM and language development, such that delayed or disordered language hinders the development of ToM.

Study 1: Children who are Deaf or Hard of Hearing (D/HoH) and exposed to sign language from D/HoH parents develop ToM typically, yet D/HoH children born to hearing parents experience difficulty accessing verbal language input and demonstrate ToM delay (Peterson, Wellman & Slaughter, 2012; Peterson & Wellman, 2009).

This study will examine whether exposure to early intervention mitigates ToM delays for children who are D/HoH. This is imperative given that advancements in hearing technology (e.g., cochlear implants) and improved access to early intervention.

Study 2: Maternal mental state language is associated with ToM development in children who are typically developing. Specifically, mothers who mention and explain desires, thoughts and emotions have children who demonstrate more advanced ToM understanding. Currently, there is limited evidence regarding the nature of maternal mental state language to children with a range of neurodevelopmental disorders.

This study will examine the nature of maternal mental state language to children with neurodevelopmental disorders and its relationship with ToM development. Through these studies we aim to better understand diversity in ToM development and inform interventions for children who experience social skills difficulties.

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Peer collaboration and word learning

Supervisor: Dr Aisling Mulvihill (a.mulvihill@uq.edu.au)

Duration: 8 weeks

Individual differences in early word-learning have implications for educational and social-emotional outcomes. Early word learning is shaped by individual capacities and social experiences. Currently we understand the role of adults in children’s word-learning, yet we have limited insight into the role of peers. Government initiatives for universal early education have led to expansion of the early childhood education and care sector. In this context children receive linguistic input from and alongside peers. Accordingly, we will examine peer influences on word-learning in 3-5year-old children attending childcare. Additionally, we will examine how individual capacity in theory-of-mind and peer-collaboration influence the propensity for word-learning alongside peers.

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Micro facial expressions

Supervisor: Assoc Prof Eric Vanman (e.vanman@psy.uq.edu.au)

Duration: 10 weeks

Facial Electromyography (EMG) is a method of recording the electrical activity of muscles when they contract when people make facial expressions. Facial EMG can measure a variety of expression muscles from the levator labii superior (crinkling of the nose accompanied by feelings of disgust) to the lateral frontalis (pulling up of eyebrows when surprised). However, most EMG research has focused on two muscles in particular—the zygomaticus major (i.e., the muscle that pulls the corners of the mouth into a smile) and the corrugator supercilii (i.e., the muscle that furrows the brow and pulls the eyebrows together into a frown). Activity of these muscles is typically indicative of real-time changes in emotional feelings. For example, zygomaticus major activity increases and corrugator supercilii activity reduces when participants report more positive affect; the inverse holds for experiences of negative affect.

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Spontaneous language and speech in healthy and pathological ageing

Supervisor: Dr Gail Robinson (gail.robinson@uq.edu.au)

Duration: 10 weeks The aim of the project is to investigate the speech and language in the context of ageing. It will involve analysis of speech samples of healthy older adults and those with neurodegenerative disorders. We will be comparing different methods of analysis to identify the best method to detect early changes in communication. The overall aim is to identify changes in a reliable manner that could become ‘preclinical’ markers of dementia.

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Acute neuropsychological predictors of long-term stroke communication outcomes

Supervisor: Prof Gail Robinson (gail.robinson@uq.edu.au)

Duration: 10 weeks

The aim of the project is to investigate whether cognitive performance of stroke patients within the acute period (<6 weeks) can predict difficulties in communication in the longer term after 6 months post-stroke. It will involve analysis of neuropsychological tests and self-report questionnaires from a sample of stroke patients. The overall aim is to identify specific neuropsychological tests that reliably predict stroke recovery outcomes.

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COVID and social identity

Supervisor: Dr Zoe Walter (z.walter@uq.edu.au)

Duration: 10 weeks

Since the early days of the pandemic, there has been an exponential growth in psychological research that aims to understand the link between social identity and various aspects of health and wellbeing. The research includes a breadth of approaches, methodologies, and health dimensions to further understand this “social cure” effect. The current project will involve systematically reviewing the literature to further understand the various impacts that social identity and group processes have had on health and wellbeing.

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Neural substrates of visual prediction

Supervisor: Prof Derek Arnold (d.arnold@psy.uq.edu.au)

Duration: 10 weeks

In this project, we will have people engage in a predictive task while we record their brain activity via EEG. We will analyse their brain activity, to determine how this contributes to anticipating the future state of the visual world.

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