Kathryn Bates
I am a second year ESRC 1+3 funded PhD student based at University College London under the supervision of Professor Emily Farran (University of Surrey), Dr Marie Smith (Birkbeck, University of London) and Dr Anna Remington (UCL IOE). I am primarily interested in mental imagery in typical and atypical development. My research is conducted from an educational neuroscience perspective in that I will first be investigating how mental imagery presents in typicalling developing children and children with ADHD at both the behavioural and neural level. I will also be investigating how mental imagery abilities predict mathematics performance.
Educational neuroscience is a relatively new field of collaborative research that aims to bring together neuroscience techniques, psychological theory, behavioural science and input from educators to develop a science of learning, that can in turn inform educational practise (1,2). I first became interested in this field in my final year of undergraduate study, and as part of my 1+3 funding I have completed an MSc in Educational Neuroscience at University of London. Thus, my passions lie in understanding the mechanisms of cognition at the neural and behavioural level by examining typical and atypical development, and working within a multidisciplinary field to further understanding.
Last updated August 2019
Educational neuroscience is a relatively new field of collaborative research that aims to bring together neuroscience techniques, psychological theory, behavioural science and input from educators to develop a science of learning, that can in turn inform educational practise (1,2). I first became interested in this field in my final year of undergraduate study, and as part of my 1+3 funding I have completed an MSc in Educational Neuroscience at University of London. Thus, my passions lie in understanding the mechanisms of cognition at the neural and behavioural level by examining typical and atypical development, and working within a multidisciplinary field to further understanding.
- Ansari, D., & Coch, D. (2006). Bridges over troubled waters: Education and cognitive neuroscience. Trends in Cognitive Sciences, 10(4), 146-151.
- Ansari, D., De Smedt, B., & Grabner, R. H. (2012). Neuroeducation–a critical overview of an emerging field. Neuroethics, 5(2), 105-117.
Last updated August 2019
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