Cognition and Cognitive Neuroscience - MSc
Connecting the sciences of the brain (neurosciences) with the sciences of the mind (cognition), this MSc draws on our world-leading expertise in Psychology and Life Sciences. We consider how the brain and broader nervous system function at a biological and psychological level, from a human development and behavioural perspective.
Month of entry
- September
Mode of study
- Full time, Part time
Fees for 2025/26 academic year
- UK - Full time £11,400 per year. Part time £6,300 per year.
International - £17,700 per year.For modular fees, please click here
Duration of study
- One year full time, two years part time, up to five years modular
Why study Cognition and Cognitive Neuroscience at Keele University?
Course summary
Designed specifically to enable you to specialise in cognition and cognitive neuroscience, our MSc explores exciting challenges facing the scientific and clinical communities – how the brain and nervous system relate to human consciousness, decision making, attention, perception, memory, motor skills and more.
On this programme, you will learn to design experiments, collect data using state-of-the-art cognitive neuroscience methods and analyse it using appropriate statistical methods. Explore the exciting challenges facing scientists in the fields of cognition and cognitive neuroscience. You will also become prepared for doctoral studies (for example, Clinical Psychology training or a PhD), and will be a competitive candidate for professional roles such as a data analyst or technical consultant.
Bridging the disciplines of psychology and neuroscience, you will learn from world-leading researchers across two of Keele’s academic Schools, whose broad and diverse expertise spans cognitive psychology, developmental psychology, neuroscience, neural engineering, neurobiology, molecular biology, biomedical science and even zoology. They will share news about their cutting-edge research through research-led teaching and our research seminar series.
The research apprenticeship and dissertation provide two opportunities to broaden or deepen your contemporary research experience, depending on personal preferences or professional interests. Working closely with relevant specialists, you can choose a different focus for each project or master one specific area. Dissertation topics chosen by past students have, for example, examined how to decode different types of mental images from patterns of brain activity, eye-movement behaviour in real-world scene processing, recognition memory in brain-damaged patients and the effect of alcohol hangover on response inhibition.
What you will learn
The world’s understanding of cognition and cognitive neuroscience has progressed rapidly in recent years with more computational modelling of behaviour and more precise mapping of brain circuits, improved imaging techniques and new sensor technologies to better monitor behaviour and response.
On this course, you will consider the different, complex ways in which the mind and body process, react and interact to various physical and emotional stimuli, consciously and unconsciously, voluntarily and involuntarily. This includes studying structural and functional brain differences between individuals and in clinical populations, for example, in atypical development, as well as predicting cognitive performance in complex real-world situations and understanding theories of perception, attention, memory and other cognitive processes.
You will learn how to measure objective responses (for instance, response times and eye movements, measured with high-precision devices) and subjective responses (for instance, ratings and post-recognition judgments). You'll also learn how to map brain responses from neuroimaging methods like EEG to specific sensory, cognitive, or motor events such as, how to connect neural activity with the human mind processes.
You will be taught by multidisciplinary staff involved in an exciting and diverse portfolio of research projects. These range from using EEG and eye tracking to investigate how our visual system makes sense of real-world visual scenes and visual illusions, to the differences in brain and cognitive development in deaf infants. Other research expertise includes the perception of time in extreme environments, physical and emotional states, visual and auditory perception, memory, trust, swearing, ageing, and neurological disorders.
Other courses you may find interesting include:
Next steps
"The Advanced Cognitive Neuroscience Research Methods module gave me an opportunity to learn about a wide range of neuroimaging methods. This included hands-on data collection with EEG and TMS systems as well as data analysis sessions in Matlab."
Course structure
The MSc Cognition and Cognitive Neuroscience can be studied as either a one-year full-time or two-year part-time course, with a September start date. It also possible to study more flexibly part-time on a modular basis, accumulating degree credits by taking individual modules over a period of maximum of five years.
As a full-time student, you will complete seven compulsory modules (including the dissertation) and two optional modules. Please note, as part-time student, the structure of the programme will vary.
There are two interim awards available, depending on how many modules have been successfully completed: a Postgraduate Certificate and a Postgraduate Diploma.
Modules
The module details given below are indicative, they are intended to provide you with an idea of the range of subjects that are taught to our current students. The modules that will be available for you to study in future years are prone to change as we regularly review our teaching to ensure that it is up-to-date and informed by the latest research and teaching methods, as well as student voice. The information presented is therefore not intended to be construed and/or relied upon as a definitive list of the modules available in any given year.
Semester one compulsory modules
PSY-40097 Topics in Cognition and Cognitive Neuroscience
Taking inspiration from published research papers, you will engage in lively ‘journal club’ discussion sessions to familiarise yourself with cutting-edge, contemporary issues and research in the fields of cognitive neuroscience, psychology and life sciences. Past topics have included fear, fear conditioning and optogenetics, for example, and the development of cognition, ageing, and cognitive reserve.
PSY-40095 Advanced Research Skills, Design, and Analysis
Through hands-on workshops and interactive sessions, we prepare you to plan, conduct and analyse your own research. Using quantitative and qualitative methods, you will learn to generate research questions, translate these into the design of your research, appropriately analyse data, and report your findings by writing a structured lab report, using standard (APA) formatting. You can tailor your studies by focusing on the methods, design and analysis most useful to you.
PSY-40053 Advanced Cognitive Neuroscience Research Methods
You will deepen your knowledge and understanding of contemporary methods in cognitive psychology and cognitive neuroscience research, such as neuroimaging, eye tracking, and brain stimulation. Through lab demonstrations and practicals, you will learn to design, conduct, and critically appraise research using these methods. You will gain hands-on experience using software tools and equipment for experiment control, data collection and data analysis, such as PsychoPy, Matlab, R, and JASP.
Semester two compulsory modules
PSY-40093 Clinical Neuropsychology and Applied Cognition
You will develop an understanding of how cognition and cognitive neuroscience is applied in everyday life. For example, you’ll learn about several fascinating neurological disorders and how they are assessed, or what neuroscience can teach us about the biology of stalking behaviours. Topics include clinical neuropsychology, neurological disorders, neurodiversity, and brain stimulation.
PSY-40103 Advanced Computational and Statistical Approaches to Behaviour
Understanding behaviour is challenging because of the complexity of the mind, sheer volume of different situational and social influences, and individual differences amongst people. You will be introduced to and gain hands-on use of various advanced computational and statistical approaches used to predict behaviour and test scientific theories. These include, for example, multivariate methods, machine learning, cognitive modelling, Bayesian analysis, and agent-based modelling.
PSY-40038 Research Apprenticeship in Psychology
You will work with staff as part of their research teams, gaining valuable experience of working on an active research project alongside an experienced research mentor. Apprenticeships are offered across a range of subjects, fields, and activities and represent the diverse expertise of our academic staff. These will support and extend your research skills. Projects could involve designing and preparing full or partial research reports, systematic literature reviews, grant proposals and ethics applications, with the real possibility that research findings may eventually be published.
Dissertation
PSY-40045 Dissertation (Preparation in Semester 1 & 2, writing up over summer)
You will undertake an independent project in your chosen field of interest under the supervision of an experienced member of staff, developing in-depth experience of research methods in your specific research area. Supervisors are available from the School of Psychology, School of Life Sciences or the School of Computer Science and Mathematics, which broaden the scope considerably when choosing your potential research focus. The dissertation is your chance to apply the skills and knowledge gained throughout the course to design, conduct, analyse and report an appropriate piece of empirical research, demonstrating a level of knowledge and understanding far beyond what you have learned in class. Previous students have studied the role of brain oscillations in perception of visual illusions, for example, and impulse control difficulties in Parkinson's disease. Others have focused on how we make predictions about what we will and won't remember, and questioned how we should measure subjective experience of recognition.
Optional modules
You will study two additional modules, one in the first semester, and another in the second semester. Optional modules are selected at the beginning of the academic year, giving you greater flexibility to tailor your course.
Semester 1 options:
PSY-40107 Enhancing Reproducibility in Research
A 2016 survey of over 1500 researchers by the prominent journal Nature found that 90% believed there is a "replication crisis" in research. The factors leading to a lack of reproducibility are complex and many, ranging from the behaviour of individual researchers through to the incentive structures within academic publishing and funding. This module will provide an in-depth exploration of the main threats to reproducible research together with concrete solutions to counter these. The module will also provide hands-on experience of coding with an open-source statistical programming language and how to create a fully reproducible report of quantitative data analysis. Note that no prior programming experience is required. The module will leave you well-positioned to enhance the trustworthiness and quality of the research you conduct.
LSC-40115 Advanced Research Topics in Neuroscience*
This module will develop skills in the acquisition and critical analysis of primary scientific literature of relevance to a range of research methodologies, tools and techniques in Neuroscience and the broader Biosciences disciplines. Research-level content will be delivered by staff and/or invited speakers and students will critically evaluate the primary literature of relevance to Neuroscience. You will develop a deeper understanding of appropriate experimental design, data analysis, presentation and evaluation, and the application of a wide range of molecular, biochemical, biophysical and/or cell biology techniques in Neuroscience-specific manner. *This may only be studied by those who hold an undergraduate degree in Neuroscience.
Semester 2 options:
PSY-40089 Psychology Placement
This module is a valuable personal and career development opportunity as it may allow you to relate your learning to actual research or practice in your chosen professional setting, and it will place you in a strong position post-graduation. We will draw on our existing collaborations with external organisations to help you find meaningful placement opportunities. Alternatively, we can support you to find a placement with an organisation which you identify yourself. You will gain authentic work experience in a relevant cognition, cognitive science or neuroscience environment. As an example, and depending on availability, this could include a different academic setting, a private or government research laboratory, a hospital or companies involved in data analysis or science communication. The placement can be either based at the organisation's facilities or be digitally based; therefore, you could take a placement in an organisation which you might not be able to commute to.
PSY-40083 Using Research to Influence Policy and Practice
In this module, we will explore how research can be used to influence policy and practice in a range of different settings such as education, health, government, charity sector, social change, legal system and so on. Where relevant, this will be done using real examples from staff and external contributors. For example, staff in the School have experience of working with organisations both in the UK and internationally to influence healthcare policy, policing, educational, and legal practice. The assessment will give you the opportunity to write a policy briefing in the format used to help Members of the House of Commons and the House of Lords and UK Parliament staff navigate complex research. You will be asked to select an issue of your choice in one of the domains covered in class and drawing on research from psychology and cognate disciplines, you will write a briefing based on the format of the POST (Parliamentary Office of Science and Technology).
Next steps
MSc in Cognition and Cognitive Neuroscience
Reasons to study MSc in Cognition and Cognitive Neuroscience at Keele
Entry requirements
Next steps
Entry requirements
The following section details our typical entry requirements for this course for a range of UK and international qualifications. If you don't see your qualifications listed, please contact us to find out if we can accept your qualifications.
Typical offer
Please ensure that you read the full entry requirements by selecting your qualifications from the dropdown menu below. This will include any subject specific, GCSE/Level 2 Maths, and English language requirements you may need.
Please select your country from the drop-down list below for the full entry requirement information
UK
2:2 degree in psychology, neuroscience, or a related subject
or
demonstrated professional or relevant qualifications or experience
You will also need: an English language qualification (see below)
Bangladesh
60% in a 4-year degree or 3-year degree with a 2-year Master's in psychology, neuroscience, or a related subject from a public university
or
CGPA 2.8 in a 4-year degree or 3-year degree with a 2-year Master's in psychology, neuroscience, or a related subject from a private university
or
demonstrated professional or relevant qualifications or experience
We don’t accept degrees from certain universities, please see our Bangladesh Country Page for more information
You will also need: an English language qualification (see below)
Canada
70% or C or a GPA of 2.5 in a degree (Ordinary or Honours) in psychology, neuroscience or a related subject
or
demonstrated relevant professional qualifications or experience
You will also need: an English language qualification (see below)
China
70% in a degree in psychology, neuroscience, or a related subject
or
65% in a degree in psychology, neuroscience, or a related subject from a '211' university
or
demonstrated professional or relevant qualifications or experience
You will also need: an English language qualification (see below)
Ghana
Second class degree in psychology, neuroscience, or a related subject
or
demonstrated professional or relevant qualifications or experience
You will also need: an English language qualification (see below)
India
55% or CGPA 6/10 in a degree of at least 3 years in psychology, neuroscience or a related subject
or
demonstrated professional or relevant qualifications or experience
You will also need: an English language qualification (see below)
Kenya
Second class degree in psychology, neuroscience, or a related subject
or
demonstrated professional or relevant qualifications or experience
You will also need: an English language qualification (see below)
Nepal
60% / 2.4 in a 4-year Bachelor's degree in psychology, neuroscience, or a related subject
or
65% / CGPA 2.8 in a 3-year Bachelor's degree in psychology, neuroscience, or a related subject
or
demonstrated professional or relevant qualifications or experience
You will also need: an English language qualification (see below)
Nigeria
Second class degree in psychology, neuroscience, or a related subject
or
demonstrated professional or relevant qualifications or experience
You will also need: an English language qualification (see below)
Pakistan
We accept a range of qualifications from Pakistan. Please visit our Pakistan Country Page for more information
or we will consider demonstrated relevant professional qualifications or experience
You will also need an English language qualification (see below)
South Africa
Second class division 2 / 60% in a Bachelor's degree with Honours in psychology, neuroscience, or a related subject
or
Second class division 1 / 70% in an Ordinary Bachelor's degree in psychology, neuroscience, or a related subject
or
demonstrated professional or relevant qualifications or experience
You will also need: an English language qualification (see below)
Sri Lanka
55% in a Special Bachelor's degree in psychology, neuroscience, or a related subject
or
demonstrated professional or relevant qualifications or experience
You will also need: an English language qualification (see below)
Uganda
Second class degree in psychology, neuroscience, or a related subject
or
demonstrated professional or relevant qualifications or experience
You will also need: an English language qualification (see below)
Zimbabwe
Second class degree in psychology, neuroscience, or a related subject
or
demonstrated professional or relevant qualifications or experience
You will also need: an English language qualification (see below)
English language requirements
All of our courses require an English language qualification or test. For most students, this requirement can be met with a 4 or C in GCSE English. Please see our English Language guidance pages for further details, including English language test information for international students. For those students who require an English language test, this course requires a test from Group C.
References
Normally, you will need to provide at least one academic reference to support your application unless you have been out of study longer than two years. If it has been more than two years since you last studied on a degree-level programme, you will normally need to provide an employment reference instead. For more information about Academic References, please see our Postgraduate how to apply web pages.
Personal Statement/Statement of Purpose
Please see our Postgraduate how to apply web pages for guidance on what to include in your personal statement.
Recognition of Prior Learning
The Recognition of Prior Learning (RPL) is a process which enables applicants to receive recognition and formal credit for learning acquired in the past through formal study or work and life experiences.
RPL can also be requested for admission onto the start of a programme in lieu of the admission requirements. For more information, see our Recognition of Prior Learning web pages.
Professional qualifications and work experience
The majority of our courses will consider relevant work experience and/or professional qualifications at the appropriate level, as an alternative to an undergraduate degree for entry. The work experience should be for a sustained period and at a suitable level, based within a relevant sector to your chosen course.
Admissions staff will review your work experience and/or professional qualifications during the assessment of your application to ensure suitability in terms of relevancy, level and appropriate learning outcomes.
General information
The entry grades outlined in this section indicate the typical offer which would be made to candidates, along with any subject specific requirements. This is for general information only. Keele University reserves the right to vary offer conditions depending upon a candidate's application.
Funding
This course is recognised by the Economic and Social Research
Please note, if your course offers a January start date, the January 2025 start date falls in the 2024/25 academic year. Please see the January 2025 fees for the relevant fees for starting this course in January 2025
Planning your funding
It's important to plan carefully for your funding before you start your course. Please be aware that not all postgraduate courses and not all students are eligible for the UK government postgraduate loans and, in some cases, you would be expected to source alternative funding yourself. If you need support researching your funding options, please contact our Financial Support Team.
Scholarships
We are committed to rewarding excellence and potential. Please visit our scholarships and bursaries webpage for more information.
For continuing students, fees will increase annually by RPIX, with a maximum cap of 5% per year.
Next steps
Your career
The advanced research and practical skills you will be able to demonstrate as a graduate of this programme will stand you in good stead for a wide range of careers in research, academia (research or teaching), military or industry – in fact anywhere there is a need to understand and predict behaviour, thought or performance.
Cognitive psychologists and neuroscientists conduct research and work in areas as diverse as user interface design, human factors and ergonomics, artificial intelligence, computer-human interaction, linguistic analysis, speech synthesis and voice recognition, product testing, sales and neuromarketing, behavioural science, government departments, and biotechnology.
Several students join us with a desire to work with people with brain injuries, in support roles or with charities. Some use their insight to follow the technology route, working for companies that develop the specialist computational software and equipment the profession uses. Others use our MSc programme as preparation for further studies (such as a PhD) or further training in Clinical Neuroscience or Clinical Neuropsychology.
There is always the option of consultancy and policy development for the public, private and third sector, as well in the emerging fields of behavioural and data science.
Should you wish to continue your studies, you will be well placed to pursue PhD study in psychology and/or neuroscience. The course is also excellent preparation for further clinical psychology or neuropsychology training should you wish to enter a medical setting long-term.
Roles you may find interesting:
- Researcher (in academia, industry, government)
- Behavioural scientist
- Data analyst
- Data scientist
- Brain injury support worker
- Assistant Psychologist (NHS)
- Technical Consultant
- Clinical Neuropsychologist (after further training)
- Clinical Psychologist (after further training)
Next steps
Teaching, learning and assessment
How you will be taught
Our teaching and learning strategy is wide-ranging and innovative, seeking to give you a rich learning environment that draws actively upon leading edge research, as well as current professional practice. It includes traditional lectures, workshops and small group tutorials, as well as lab-based demonstrations and practicals. We aim to teach you the theory behind cognitive neuroscience methods, but more importantly you will graduate with experience of delivering them too.
All our psychology MSc programmes are designed to prepare you for careers in practice, research or academia, including PhD study or further clinical training. The research apprenticeship, dissertation and optional placement provide ample opportunity to tailor your knowledge and skills development, and gain relevant research and work experience before you graduate.
We will introduce you to the latest tools, techniques and technologies used in clinical, healthcare, academic and pharmaceutical settings. You will gain hands-on experience of various techniques, including EEG, brain stimulation (e.g., TMS and tDCS), eye tracking and clinical assessments, as well as advanced computational and statistical approaches.
Teaching schedule
The taught modules run during the first two semesters. The Dissertation module runs across all three semesters: the supervisor and topic are agreed during Semester 1 and the dissertation is completed during the summer.
- Semester 1 runs from the end of September to the end of January, with an assessment period in January.
- Semester 2 runs from the last week of January to the middle of June, with the assessment period in June.
- Semester 3 runs from June to the end of September.
How you will be assessed
Assessment is varied and includes the use of group and individual reports, essays, presentations and practical projects. Most modules combine multiple forms of assessment.
Where possible, assessment is designed to reflect the workplace, including specialist and transferable general skills, such as team working, idea generation, critical thinking, problem solving, meeting deadlines and so on. We may ask you to demonstrate specific skills, for example, in simultaneous eye tracking, via a skills assessment, or you could be asked to prepare a research briefing, literature review or respond to a brief patient referral.
Next steps
Our expertise
Teaching staff
Several members of our staff are internationally recognised for their research, impact and teaching innovation. Students tell us that the opportunity to learn from and conduct research alongside knowledgeable staff with such wide-ranging expertise is a huge part of this course’s appeal. This is because our teaching team is drawn from the School of Psychology and the School of Life Sciences (Neuroscience).
Most of the psychology staff are members of the Cognition, Brain and Behaviour Research Group, which focuses on core themes such as perception, attention and memory, incorporating various behaviour measurement tools in their work, including eye tracking and EEG.
Staff in Life sciences, on the other hand, can support projects involving more molecular or cellular approaches to neuroscience. For example, their research involves studying long-term brain degeneration with ageing, how nervous system regenerates after injury, or the role of genetics in psychiatric conditions.
Teaching team:
- Dr Chris Adams, Lecturer (Life sciences) – After obtaining his PhD in Cellular and Neural Engineering at Keele in 2015, Chris spent two years as a Research Fellow before becoming a Lecturer in Neuroscience. His research aims are to investigate a range of nanotechnology platforms which could improve effectiveness of neural cell transplantation therapies, whilst maintaining a high safety profile. He works within the Keele Neuroscience and Neurology Group.
- Dr Donna Berry, Teaching Fellow (Psychology) – Donna's main research interests centre around emotion processing, visual attention, and policing, with a particular focus on how these may differ amongst people on the autism spectrum. She joined Keele in 2012 having previously worked at the Open University and Northumbria University.
- Dr Joseph Brooks, Senior Lecturer (Psychology) – Joseph's research interests include visual perception and attention and the neural processes that give rise to them. His work focuses on perceptual organisation processes, such as figure-ground organisation and perceptual grouping, which play a role in determining the structure, shape, and depth that we perceive in visual scenes. An emerging strand of his work focuses on methods issues especially those related to safe and powerful EEG/ERP quantification.
- Krystian Ciesielski, Teaching Fellow (Psychology). His current research examines: perceptual, cognitive and emotional factors in visual processing, attention and memory; eye movements; and the functional specialisation of the cerebral hemispheres.
- Dr Jim Grange, Senior Lecturer (Psychology) – Jim is an experimental cognitive psychologist, interested in cognitive control processes, the mechanisms that enable the human mind to control itself. He conducts fundamental research to understand cognitive control processes, and to then use this knowledge to tackle applied and clinical questions. He contributes to the editing of a number of academic journals: Frontiers in Cognitive Psychology; Nature's Scientific Reports; Collabra; and Frontiers in Cognitive Science.
- Dr Dmitry Kishkinev, Lecturer (Life Sciences) – Born and raised in Russia, Dmitry joined Keele as a Lecturer in Animal Behaviour and Behavioural Neuroscience in 2019. His current research focuses on three main themes: the sensory mechanisms of animal orientation and navigation; the neurosensory substrates and the proximate mechanisms of the animal’s magnetic sense; and the development and application of a versatile, affordable and scalable telemetry systems to monitor movement and activity of animals in the wild.
- Dr Ella Maysami, Lecturer (Life Sciences) – Ella has experience in clinical research (prospective) and translational neuroscience (drug discovery). Her research interest lies in regeneration and repair, models of disease in neuroscience, neuroinflammation, companion diagnostic biomarkers, clinical/case studies, population health studies, systematic reviews, and meta-analysis.
- Dr Claire Monroy, Claire joined Keele in 2021 after completing a PhD in developmental cognitive neuroscience at the Donders Institute for Brain, Cognition, and Behaviour in the Netherlands, followed by a postdoctoral fellowship in the United States. Claire’s current research focuses on: (i) using EEG to examine cognitive development in young babies, (ii) how atypical sensory experiences like hearing loss affects various aspects of babies’ development, and (iii) using dual mobile eye-tracking to examine real-world parent-child interactions in typical and atypical dyads.
- Dr Einat Rashal, Lecturer (Psychology): Einat completed her PhD at the University of Haifa, Israel and post-doc positions KU Leuven in Belgium, EPFL in Switzerland, and UGent, Belgium before joining Keele in 2023. Her research focuses on the relationship between attention and perceptual objects, and the dissociation between direct and indirect measures of perceptual organization. To investigate these questions, Einat incorporates psychophysical experiments in the lab and online, EEG experiments, and advanced research methods.
- Dr Darren Rhodes, Lecturer (Psychology): Darren obtained his PhD from the Centre for Computational Neuroscience and Cognitive Robotics at the University of Birmingham, and worked as a post doctoral fellow at the Sackler Centre for Consciousness Science, before joining Keele in 2023. He is a cognitive computational neuroscientist, with a main research focus on the perception of time, multi-sensory processing, and consciousness. His research involves using psychophysical techniques to understand the perceptual process, whilst using cognitive computational models to help describe and make predictions about the data we capture from the world.
- Dr Eunju Jenny Shin, Lecturer (Life Sciences) – Eunju joined Keele as a Lecturer in Neuroscience in 2021. She previously worked at the world-renowned Wallenberg Neuroscience Center in Lund University, Sweden, where Professor Anders Björklund pioneered cell replacement therapy for Parkinson’s disease. Her research utilises a wide range of techniques such as human pluripotent stem cell differentiation, CRISPR interference, single cell transcriptomics, proteomics, genetic analyses and various in vitro cellular assays.
- Dr Richard Stephens, Senior Lecturer (Psychology) – Having been involved with Psychology for more than three decades, Richard has developed an international reputation for research on alcohol and emotional language. His research on the benefits of swearing for pain tolerance and for performing physical tasks is very well known and has been portrayed numerous times in the media. Sponsored by Nurofen, his most recent paper (2020) assessed whether we can mimic the beneficial effects of swearing on pain using newly invented swear words.
- Dr Chris Street, Senior lecturer (Psychology) – Chris joined Keele University in 2021, having worked previously at the University of Huddersfield and the University of British Columbia in Vancouver. His work sits at the intersection of human cognition and psychology and law to understand how people decide when and why to trust or distrust information. This has included working with national organisations to create evidence-based interventions to reduce susceptibility to phishing and smishing scams.
- Dr Simon Trent, Lecturer (Life Sciences) – Simon has developed an extensive repertoire of research interests in behavioural and molecular neuroscience. He has published primary research and reviews in areas of hippocampal memory, genomics, and neuropharmacology. Current research explores how synaptic ‘risk genes’ contribute towards memory and psychiatric illness in people.
- Dr Helen Williams, Senior Lecturer (Psychology) – Helen joined Keele in 2013, having previously conducted postdoctoral research and teaching in North America. Her research interests are metacognitive awareness, recognition memory, the Remember-Know paradigm, and cognitive ageing and associated issues. This mostly deals with higher order cognitive processes, specifically the judgments people can make when learning information or retrieving material from memory.
- Dr Marta Woloszynowska-Fraser, Lecturer (Life Sciences) – Marta is interested in how interneurons in different brain regions contribute to neuronal firing and the excitation/inhibition balance. Her PhD focused on the behaviour of prefrontal interneurons in relation to schizophrenia. Prior to Keele, she spent time in the United States, working at the Laboratory of Behavioral Neuroscience (LBN) and the Neurocognitive Aging Section of the National Institute on Aging, in Baltimore, USA, as well as teaching Biology at a local state university.
Next steps
Facilities
Based in the Dorothy Hodgkin building at the centre of campus, the School of Psychology offers a thriving and dynamic environment with state-of-the-art teaching and research facilities, and plenty of spaces for socialising and studying.
The recently refurbished 230-seater lecture theatre is one of the largest on campus. For independent or small group study, you have the choice of a larger communal room with computers or smaller study rooms you can book.
When it comes to specialist facilities, at Keele, you really are spoiled for choice. Our brain electrophysiology lab has been kitted out to perform EEG experiments on adults and children, as well as simultaneous eye tracking, pupillometry, and galvanic skin response (GSR) measurements. We have a dedicated eye tracking laboratory, with an EyeLink 1000 Plus (fixed eye tracking) and Pupil Labs and SMI ET glasses (mobile eye tracking), and a dedicated Virtual Reality lab, equipped with a HTC Vive VR Headset, which includes eye-movement recording as well.
You will also have access to brain stimulation equipment used for transcranial alternating current stimulation (tACS), direct current stimulation (tDCS), Galvanic Vestibular Stimulation (GVS) and a Magstim Transcranial Magnetic Stimulator (TMS). Moreover, we have two video observation suites, both feature two-way mirrors and are equipped with video and audio recording equipment.
The School of Life Sciences has invested £45m in the creation of state-of-the-art science facilities on campus, including new research and teaching laboratories. In 2019, the opening of the David Attenborough Laboratories greatly increased our teaching and research areas, providing two additional state-of-the-art teaching laboratories with space for 120 students between them.
Students can access scientific equipment, such as fluorescence microscopes, electron microscopes, tools for molecular biology (e.g., PCR, western blotting), electrophysiology apparatus, and behavioural equipment housed in the Biomedical Services Unit.
Next steps