My interest focus on how words are organised in the brain and how this organization changes as a consequence of normal learning, aging, the acquisition of a second language, brain injury or dementia.
From Autumn 2012 she has been Deputy Director of the Language Research Centre.


  1. & “cause ur special”: Understanding trust and complimenting behaviour in online grooming discourse. Journal of Pragmatics 112
  2. & Understanding grooming discourse in computer-mediated environments. 12, 40-50.
  3. & Sleep-dependent memory consolidation is related to perceived value of learned material. Journal of Sleep Research 26(3), 302-308.
  4. & Spelling-to-sound correspondences affect acronym recognition processes. The Quarterly Journal of Experimental Psychology 68(5), 1026-1039.
  5. & Hemispheric asymmetries in word recognition as revealed by the orthographic uniqueness point effect. Frontiers in Psychology: Cognition 5(244)

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  • PS-100 Employability and Study Skills for Psychology

    This module provides psychology students with the key skills that are required to succeed in degree level study in the discipline of psychology. This module will provide practical guidance in written and oral communication skills using some of the key historical and conceptual issues in psychology. There is an emphasis on building the skills necessary for independent study such as goal setting, time management, using feedback effectively and engaging with primary source material. In addition personal development planning is an important aspect of the module in order to record and further develop the skills needed for graduate employment. As part of the module students enrol in the Swansea Employability Award (SEA) and complete the bronze level by the end of Semester 2.

  • PS-M09 Theoretical Issues in Cognitive Neuroscience

    Cognitive neuroscience is the study of how the brain gives rise to mind and behaviour. Using a variety of imaging and sensing techniques, it is now possible to measure the functional activity of the brain during mental processing. Married with good experimental design, and including insights from clinical populations, this approach holds great potential for illuminating mind and behaviour. This course will begin with a brief description of cognitive neuroscience techniques and an overview of basic structural and functional brain organization. Each week, a current research issue (e.g. the nature of consciousness, the link between perception and action, the representation of objects) will be discussed in detail via the use of recent journal articles. Class participation in presenting and critiquing these papers will be expected. The module will be assessed via written assignment.

  • PS-M12 Computing Skills

    These seminars give students grounding in the skills necessary to use computer software for their research. The seminars focus on Superlab and E-Prime, which are two of the main computer programs for generating psychology experiments and collecting behavioral data via a computer. Students are taught most aspects of these programmes, including presentation of visual or auditory stimuli, the provision of feedback, and multi-block experiments. Additionally, students are taught how to employ Excel to automate the analysis. These skills are developed through workshop-style seminars, the conduct of practical tasks, and constructive peer evaluation. Students¿ skills are assessed by their application in a project comprising the writing of a computer programme to run a psychological experiment in Superlab.

  • PSY211 Cognition II: Higher Level Processes

    The module provides an in depth look at the cognitive processes underlying important higher level functions such as language, thinking, problem solving, reasoning and making decisions. The module will start covering a series of topics within perception and attention such as visual perception, biological motion, auditory perception, chemical senses, touch and proprioception, multisensory experiences, attentional mechanisms, and attention in driving. This will be followed by the most important and hotly debated issues in psycholinguistics, including how children acquire language, how language is processed in the adult mind with particular emphasis on reading, spelling dyslexia and bilingualism. The last part of the module will deal with the way in which humans make judgments, reach decisions and resolve problems and puzzles by examining the research evidence and exploring the classical and current theories.

  • PSY320 Dissertation

    This optional module provides students with the opportunity to conduct an extended literature review to discover what is currently known about an interesting, but less well known, area of psychology that is not taught as part of the psychology curriculum in Level 5 or 6. Students work independently, guided by their dissertation supervisor, to research a topic of their choice. In recent years students have written dissertations about `political psychology¿, `positive psychology¿ `why people take part in extreme sports¿, `does cannabis use cause schizophrenia¿ and many other diverse lines of enquiry.


  • Age of acquisition and morphological effects in word recognition and production (current)

    Student name:
    Other supervisor: Dr Jeremy Tree
  • The Neuropsychological Characterisation of Subjective Cognitive Impairment (current)

    Student name:
    Other supervisor: Prof Andrea Tales
    Other supervisor: Dr Jeremy Tree
    Other supervisor: Dr Megan Crawford
  • Neuropsychological and neurophysiological assessment of Subjective Cognitive Complaints (SCCs) as a precursor of dementia in Welsh-English bilinguals and English monolinguals. (current)

    Student name:
    Other supervisor: Dr Jeremy Tree
  • Anxiety in Ageing and and Alzheimer's Disease (current)

    Student name:
    Other supervisor: Prof Andrea Tales
  • Online grooming from communicative patterns to paedophile profiles (current)

    Student name:
    Other supervisor: Prof Nuria Lorenzo-Dus

Career History

Start Date End Date Position Held Location
2012 Present Senior Lecturer Swansea University
2004 2012 Lecturer Swansea University

External Responsibilities

Key Grants and Projects

  • Bridging the Gaps Escalator fund. Communicative profiling of online sex predators 2012 - 2013

    , with N. Lorenzo-dus, £4,500

  • Bridging the Gaps Escalator fund. A comparative exploration of the distinctive qualities of oral, hand written and typed language in memory and recall 2012 - 2013

    , with V. E. Rogers, B. Dickers, £5,049

  • ESRC. Profiling the mental lexicon: Psycholinguistic phenotyping of lexical retrieval preferences through an analysis of word association behaviour 2010 - 2011

    , with J. Tree, A. Wray, T. Fitzpatrick, £76,000

  • Welsh Institute of Cognitive Neuroscience (WICN). An EEG exploration of the right visual field advantage in bilingual and monolingual speakers of languages with different orthographic depth. 2009 - 2010

    , with V. White, £3,000

  • Spanish Minister of Education and Science. Relationship between order of acquisition of words and lexicon size 2009 - 2010

    , with J. Marín, H. Stadthagen-Gonzalez, A. Ellis, M. A. Pérez, €30,800

  • Séneca Foundation: Age of acquisition and Event Related Potentials 2009 - 2011

    , with M. A. Pérez, J. Marín, €14,250

  • Small Grant Scheme. ESRC. An Exploration of Age of Acquisition, Frequency Trajectory and Cumulative Frequency effects 2007 - 2008

    , with A. Ellis, £98,500