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Learning-dependent potentiation in development - functional significance

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  • Full or part time
    Dr L Levita
  • Application Deadline
    No more applications being accepted

Project Description

The reinforcing effects of appetitive and aversive outcomes on approach and avoidance behaviour are well established. However, their influence on perceptual processes is less well explored. Consequently this project will investigate the mechanisms that underlie learning-dependent potentiation to appetitive and aversive signals of danger in sensory areas. It will examine, acquisition, consolidation and extinction of learning-dependent potentiation and will involve a series of studies using EEG to examine the functional significance of learning dependent potentiation in adults and adolescents. ERPs of interest will be the N170 and the late positive potential. Exploratory part of this project will be to also examine how learning-dependent potentiation may relate to risk-taking and anxiety levels in the transition from adolescence to adulthood.


Levita, L., Howsley, P., Jordan, J., & Johnston, P. (2015). Potentiation of the early visual response to learned danger signals in adults and adolescents. Soc Cogn Affect Neurosci, 10(2), 269-277

Gable, P. A., & Harmon-Jones, E. (2010). Late Positive Potential to Appetitive Stimuli and Local Attentional Bias. Emotion, 10(3), 441-446.

Gable, P. A., & Harmon-Jones, E. (2010). Late Positive Potential to Appetitive Stimuli and Local Attentional Bias. Emotion, 10(3), 441-446.

Funding Notes

This is one of many projects in competition for the current funding opportunities available within the Department of Psychology. Please see here for full details:
Overseas students are welcome to apply for funding but must be able to demonstrate that they can fund the difference in the tuition fees.
Requirements: We ask for a minimum of a first class or high upper second-class undergraduate honours degree and a distinction or high merit at Masters level in psychology or a related discipline.

Related Subjects

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FTE Category A staff submitted: 34.45

Research output data provided by the Research Excellence Framework (REF)

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