ORCID Profile
0000-0002-2504-382X
Current Organisation
University of Leeds
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Publisher: Oxford University Press (OUP)
Date: 21-11-2012
Publisher: Oxford University Press (OUP)
Date: 08-07-2015
Publisher: SAGE Publications
Date: 04-11-2022
DOI: 10.1177/00986283221130298
Abstract: Background: Psychological literacy is a set of attributes, which refer broadly to how students apply their subject-specific psychology knowledge to solving problems. However, the extent to which psychological literacy skills are unique to psychology as a discipline is unknown. Objective: We assessed whether students perceive psychological literacy attributes to be prominent in disciplines outside of psychology. Method: We recruited undergraduate students from Psychology, non-Psychology STEM subjects, and Humanities subjects ( N = 296) and asked them to identify the extent to which they perceive psychological literacy attributes to be prominent in their degrees. Results: Psychology students reported significantly higher perceived prominence of psychological literacy attributes in their degree, compared with Humanities and non-Psychology STEM students, in all but two of the psychological literacy attributes. Conclusion: These findings suggest that psychological literacy mostly represents attributes unique to psychology students, but some of these attributes are also developed within other disciplines. The facets of psychological literacy unique to psychology relate to knowledge of behavior, research skills, ethics, and socio-cultural issues. Teaching implications: This suggests that psychology students graduate with some subject specific attributes, which may make them uniquely advantaged in a competitive work context and affirms that psychology degrees do hold unique value.
Publisher: Queensland University of Technology
Date: 30-09-2021
DOI: 10.5204/SSJ.1781
Abstract: The COVID-19 pandemic has prompted a shift to online teaching, which has dramatically affected all facets of the student experience. In this practice report, we reflect on the synchronous delivery of a popular final-year module “Face Perception” in a United Kingdom (UK) psychology undergraduate degree. In the module, students learned via live lectures hosted on the virtual learning environment and content was consolidated interactively using online polls and small group discussions. We collected students’ qualitative feedback on the live lecture delivery (n=28), from which we observed three core themes: technology-enhanced engagement, logistical barriers, and togetherness in live lectures. Taken together, this feedback suggests that whilst there are additional technological and logistical challenges that must be navigated in the delivery of “live” online lectures, they can be useful in instilling a sense of togetherness online. This is particularly important, given the threats to student success and engagement that COVID-19 poses.
Publisher: Cold Spring Harbor Laboratory
Date: 09-2021
DOI: 10.1101/2021.08.31.458328
Abstract: Previous research using electroencephalography (EEG) and magnetoencephalography (MEG) has shown that neural oscillatory activity within the alpha band (8-12 Hz) becomes slower and lower in litude with advanced age. However, most studies have focused on quantifying age-related differences in periodic oscillatory activity with little consideration of the influence of aperiodic activity on these measures. The aim of this study was to investigate age differences in aperiodic activity inherent in the resting EEG signal. We assessed aperiodic activity in 85 healthy younger adults (mean age: 22.2 years, SD: 3.9, age range: 18–35, 37 male) and 92 healthy older adults (mean age: 66.1 years, SD: 8.2, age range 50–86, 53 male) by fitting the 1/f-like background activity evident in EEG power spectra using the fitting oscillations & one over f (FOOOF) toolbox. Across the scalp, the aperiodic exponent and offset were smaller in older compared to younger participants, reflecting a flatter 1/f-like slope and a downward broadband shift in the power spectra with age. Before correcting for aperiodic activity, older adults showed slower peak alpha frequency and reduced peak alpha power relative to younger adults. After correcting for aperiodic activity, peak alpha frequency remained slower in older adults however, peak alpha power no longer differed statistically between age groups. The large s le size utilized in this study, as well as the depth of analysis, provides further evidence that the aperiodic component of the resting EEG signal is altered with aging and should be considered when investigating neural oscillatory activity.
Publisher: Elsevier BV
Date: 08-2014
Publisher: Proceedings of the National Academy of Sciences
Date: 03-12-2012
Abstract: Whether the brain represents facial expressions as perceptual continua or as emotion categories remains controversial. Here, we measured the neural response to morphed images to directly address how facial expressions of emotion are represented in the brain. We found that face-selective regions in the posterior superior temporal sulcus and the amygdala responded selectively to changes in facial expression, independent of changes in identity. We then asked whether the responses in these regions reflected categorical or continuous neural representations of facial expression. Participants viewed images from continua generated by morphing between faces posing different expressions such that the expression could be the same, could involve a physical change but convey the same emotion, or could differ by the same physical amount but be perceived as two different emotions. We found that the posterior superior temporal sulcus was equally sensitive to all changes in facial expression, consistent with a continuous representation. In contrast, the amygdala was only sensitive to changes in expression that altered the perceived emotion, demonstrating a more categorical representation. These results offer a resolution to the controversy about how facial expression is processed in the brain by showing that both continuous and categorical representations underlie our ability to extract this important social cue.
Publisher: Elsevier BV
Date: 04-2014
Publisher: Society for Neuroscience
Date: 2014
DOI: 10.1523/JNEUROSCI
Publisher: Elsevier BV
Date: 11-2016
DOI: 10.1016/J.CORTEX.2016.08.014
Abstract: The ability to recognise familiar faces with ease across different viewing conditions contrasts with the inherent difficulty in the perception of unfamiliar faces across similar image manipulations. Models of face processing suggest that this difference is based on the neural representation for familiar faces being more invariant to changes in the image, than it is for unfamiliar faces. Here, we used an fMR-adaptation paradigm to investigate neural correlates of image-invariant face recognition in face-selective regions of the human brain. Participants viewed faces presented in a blocked design. Each block contained different images of the same identity or different images from different identities. Faces in each block were either familiar or unfamiliar to the participants. First, we defined face-selective regions by comparing the response to faces with the response to scenes and scrambled faces. Next, we asked whether any of these face-selective regions showed image-invariant adaptation to the identity of a face. The core face-selective regions showed image-invariant adaptation to familiar and unfamiliar faces. However, there was no difference in the adaptation to familiar compared to unfamiliar faces. In contrast, image-invariant adaptation for familiar faces, but not for unfamiliar faces, was found in face-selective regions of the medial temporal lobe (MTL). Taken together, our results suggest that the marked differences in the perception of familiar and unfamiliar faces may depend critically on neural processes in the medial temporal lobe.
Publisher: SAGE Publications
Date: 24-09-2023
Publisher: Center for Open Science
Date: 08-02-2021
Abstract: As COVID-19 continues to disrupt pre-tertiary education provision and examinations in the UK, urgent consideration must be given to how best to support the 2021-2022 cohort of incoming undergraduate students to Higher Education. In this paper, we draw upon the ‘Five Sense of Student Success’ model to highlight five key evidence-based considerations that Higher Education educators should be attentive to when preparing for the next academic year. These include: the challenge in helping students to reacclimatise to academic work following a period of prolonged educational disruption, supporting students to access the ‘hidden curriculum’ of Higher Education, negotiating mental health consequences of COVID-19, and remaining sensitive to inequalities of educational provision that students have experienced as a result of COVID-19. We provide evidence-based recommendations to each of these considerations.
Publisher: Informa UK Limited
Date: 30-10-2023
Publisher: Informa UK Limited
Date: 09-08-2023
Publisher: Center for Open Science
Date: 07-10-2022
Abstract: Background: The vast changes in the landscape of Higher Education in recent years present an important and timely opportunity to examine students’ perceptions of the future of teaching and learning in psychology. Objective: Across two studies, we examined psychology students’ perceptions of ‘best practice’. Method: We conducted two studies, a quantitative questionnaire which asked students about their preference for teaching and learning practices (n = 64) and a student-facilitated focus group study (n = 21) which explored perceptions of the future of psychology teaching and learning in more depth. Results: Study 1 showed that psychology students wanted to retain the practice of recording teaching sessions and online synchronous sessions that supported pre-recorded lectures. Study 2 added richness to these findings, showing how psychology students perceive ideal teaching and learning to mean that students are ‘connected’, learning is ‘active and authentic’, and teaching is ‘accessible and flexible’. Conclusion: Overall, while modality influences student perceptions of teaching and learning, the opportunity to forge connections, actively engage in teaching, and feel supported informed psychology student’s perceptions of best practice. Teaching Implications: Educators should consider how to integrate the connections, interactivity, and student support into their pedagogical practice, irrespective of teaching modality.
Publisher: Informa UK Limited
Date: 23-03-2023
Location: United Kingdom of Great Britain and Northern Ireland
Location: United Kingdom of Great Britain and Northern Ireland
No related grants have been discovered for Richard Harris.