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Learning-dependent potentiation in development - functional significance

  • Full or part time
  • Application Deadline
    Applications accepted all year round
  • Self-Funded PhD Students Only
    Self-Funded PhD Students Only

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.

Reading

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.

Funding Notes

Requirements: We ask for a good honours degree of 2:1 or above and generally a masters or pending masters (merit or distinction) in Psychology or a related discipline.

Related Subjects

How good is research at University of Sheffield in Psychology, Psychiatry and Neuroscience?

FTE Category A staff submitted: 34.45

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

Click here to see the results for all UK universities

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