Home Long Bristol CV

Long Bristol CV

What is this? The University of Bristol has CV requirements for formatting and content that encompass more than one would typically include in a CV. If you are seeing this, you might be part of a promotion committee. This is the full content of my Bristol CV, of which an excerpt (that fits within the page limits) will have landed on your desk.

If you are not part of a Bristol promotion committee and have somehow landed on this page: Feel free to have a browse, but I doubt this is interesting to you! Please do email if you’re looking for a specific bit of information.

Special Awards, Honours, and Distinctions

4) 2022. Best Flash Talk Award, Society for Affective Science, virtual meeting, USA.

3) 2016. Audience Prize, Donders Hackathon, Nijmegen, Netherlands.

2) 2016. Best Poster Runner-Up, OxTALENT, Oxford, United Kingdom.

1) 2016. Poster Prize Runner-Up, Oxford Neuroscience Symposium, Oxford, United Kindom.

Teaching and Related Administration

My teaching aims to build knowledge and intuition, to develop skills, and to inspire people by introducing them to the wonders of science. In practice, this means that my lectures offer complex content from an approachable perspective, including by building intuitive understanding of advanced statistics. My seminars are highly varied and developed according to the principles of universal design. The variation and formats help to tap into students’ creativity and intelligence, and to ensure accessibility and inclusivity. All of this is helped by my offering a safe space in which students are free to follow their curiosity, offer their unique insights, and where all questions are treated to a serious and respectful answer. The impact of my teaching is apparent in exceedingly positive student feedback (high evaluations and nominations for Bristol Teaching Awards), in publications that come out of dissertation projects, and in the excellent jobs and continued education that my students achieve.

Contributions to Teaching

Access To Bristol

I taught 1-hour lectures for the Access to Bristol programme in 2022-2023 TB2, 2023-2024 TB1, and 2023-2024 TB2. This was followed by a 1-hour seminar in 2023-2024 TB2. In 2024-2025 TB1, I taught a new 1-hour lecture followed by a new 1-hour electrophysiology demonstration.

Undergraduate Units

My main contribution to teaching in the School of Psychological Science is the BSc Psychology Year 3 Unit Developmental Science, which is also available as Advanced Developmental Science to Year 4 MSci Psychology and MSci Psychology & Neuroscience and MSci Psychology & Innovation students. I led its development in 2021-2022, with a team of three (Chris Jarrold and Karla Holmboe). This Unit ran in 2022-2023 (~35), 2023-2024 (~40 students), and is currently ongoing in 2024-2025 (~35 students). I have been the Unit Director throughout; and I teach 5 lectures, 5 seminars, and 10 office hours every year, which reflects 50% of the total contact hours. Our assessments are a formative research proposal, a summative research proposal (50% of their mark), and a timed assessment (50%); with marking divided equally* between myself and Chris Jarrold. We employed a flipped-classroom approach in 2022-2023, and have since offered in-person and online lectures (following split student feedback on the flipped-classroom). Seminar teaching methods are student-led, interactive, and often problem-based.

* In 2023-2024, I took on the full marking for research proposal submissions and took over three lectures and seminars due to staff illness.

In 2021-2022, I taught on the Current Trends in Psychological Science Unit, which divided the Year-3 BSc Psychology cohort into small groups of 16 students each. I taught one group in a 2-hour lecture and 5 2-hour seminars. The lecture focussed on a specialised research topic, and assessments were 20-minute presentations (50%) and a written research proposal (50%).

Postgraduate Units

In 2022-2023, 2023-2024, and 2024-2025, I taught a 2-hour lecture in the MSc in Clinical/Applied Neuropsychology (~100 students). In 2024-2025, I taught a 2-hour lecture (~40 students) and a 2-hour seminar (~40 students) in the MSc Psychology (Conversion) Unit on Lifespan Psychology.

Academic Tutoring

Academic Tutoring entails one-to-one or small-group teaching for 1-2 hours every 1 to 2 weeks during term time. Student numbers per academic year: 2021-2022: 7 Year-1 students. 2022-2023: 6 Year-1 and 6 Year-2 students. 2023-2024: 6 Year-1, 6 Year-2, and 7 Year-3. 2024-2025: 6 Year-1, 6 Year-2, and 6 Year-3 students.

Research Supervision on Taught Programmes

This type of research supervision entails the supervision of dissertation projects that are part of taught programmes. In 2021-2022, I supervised 3 dissertations on the MSc Psychology (Conversion). From 2022-2023 onwards, I supervised ~6 yearly dissertations on the BSc Psychology and MSci in Psychology & Neuroscience. In 2023-2024, I supervised 2 dissertations MSc Applied Neuroscience (I volunteered for this as the student intake exceeded expectations). I was first marker on projects I supervised, and second marker on as many projects supervised by colleagues.

Impact of my Teaching

Undergraduate Unit impact: students reported exceedingly positive evaluations (average score 4.7/5 with many open responses used to compliment the teaching quality), and taught students the necessary skills to work with children in research capacities. Several students have indeed gone on to work with children or in educational postgraduate research. I was nominated for Bristol Teaching Awards in 2022-2023 and 2023-2024, with students stating:

  • “Edwin and Chris made Developmental Science a really inclusive unit with a good approach to sensitive topics, the learning environment was always engaging and helped develop my confidence sharing ideas.”
  • “Developmental Science is my favourite unit I’ve taken throughout my time at Bristol, the lectures were so well structured and the live workshop sessions really complimented the topics for each week.”
  • “As my lecturers for developmental science, Edwin and Chris have planted and grown my drive to learn from nothing. I attended every lecture, which is very rare for me, as I always knew the pacing would be good, my questions would be listened to, the lecture would be informative and most importantly I would always be met with a warm smile.”
  • “Edwin and Chris taught an incredible unit in developmental science in the first term. Every element of their teaching was exceptional. The lecture content was challenging yet accessible, the seminars were incredibly engaging and their support in the drop-in sessions massively contributed to my success in the unit. I feel privileged to have be taught by not only talented academics, but people who really cared about us and were driven to support us by whatever means possible.”

Tutoring impact: All my Year-3 students have successfully completed their BSc in Psychology degrees, and have found relevant jobs or postgraduate education. They nominated me for the “outstanding personal tutoring/academic support” award in the 2023-2024 Bristol Teaching Awards, stating:

  • “He is a brilliant teacher and has supported my learning massively.”
  • “Edwin always encourages us to discuss our thinking about our careers, giving us advice and insight into how we can achieve our goals and improve our employability in a way that aligns with our interests.”
  • “Edwin empathises with us and makes us feel heard and valued as individuals and as a tutor group.”
  • “He encourages us to make a positive impact on ourselves.”

Research project supervision impact: The vast majority of my Year-3 project students scored First and Upper-Second class marks for their dissertations. In 2023-2024, one of my supervisees won the School’s award for most innovative project and was nominated for a national dissertation award (outcome pending). Many of my dissertation students went on to postgraduate education helped by their successful project and my reference letter. I used my professional network to help one supervisee to successfully apply for a fully-funded PhD position at Cambridge. In 2024-2025, four of my dissertation students specifically requested they be put in my group (in addition to submit their supervisor rankings). In 2022-2023 and 2023-2024, I was nominated for the “outstanding research supervision” award, with students stating:

  • “His love for his work is infectious and has meant that while everyone else is struggling over their dissertation, I absolutely love mine. He has been helpful, kind, and supportive to a degree far beyond his role as a supervisor and I encourage everyone doing a dissertation next year to pick him as their first choice for this very reason.”
  • “It is rare, as an undergraduate student, to be invited to be a part of a research lab. However, Edwin gave me the chance to join his group, which includes a handful of PhD, masters and postdoc researchers in order to give me a broader research experience.”
  • “I have also engaged with other researchers that I never would have before and have had the chance to talk to academics not just in the University of Bristol, but also in Cambridge, Oxford, and many others. In this way, I have engaged with both the internal and external reseaech [sic] community as a consequence of Edwin’s support, enthusiasm, and engagement.”
  • “In addition to being an amazing academic mentor, Edwin is a wonderful human being. He has always emphasised to me the need to prioritise my mental well-being, including balancing my work and non-work activities, pursuing hobbies, and making sure to spend quality time with my friends and family.”
  • “It is truly remarkable how comfortable and easy I have felt to communicate with Edwin, even with respect to expressing insecurities and physical/mental health concerns. He has always been wonderfully compassionate, genuine, and humane.”

I also managed to publish several dissertation projects, including Edgar et al. (2024) from two combined 2021-2022 MSc Psychology (Conversion) dissertations, and Alladin & Berry et al. (2024) from a 2022-2023 BSc Psychology dissertation.

Postgraduate Research Advising

8) Second supervisor to PhD candidate (S. You), University of Bristol, 2023-present

7) Second supervisor to MScR student (W. Hughes), University of Bristol, 2023-present

6) Lead supervisor to MScR student (T. Hawkins), University of Bristol, 2023-2024
Impact: went on to a PhD position at the Donders Institute in the Netherlands, a world-renowned institute for human neuroscience.

5) Lead supervisor to PhD candidate (S. Alladin), University of Bristol, 2022-present

4) Second supervisor to PhD candidate (G. Bignardi), University of Cambridge, 2017-2021
Impact: went on to a postdoctoral position at the University of Cambridge.

3) Second supervisor to PhD candidate (A. Anwyl-Irvine), University of Cambridge, 2017-2021
Impact: went on to work at Cambridge Cognition, Lloyds Bank, and the UK Government’s AI Safety Institute.

2) Daily supervision of MSc placement student (R. Somai), University of Oxford, 2017
Impact: went on to a PhD at the University of Sterling.

1) Daily supervision of MSc placement student (C. Poullias), University of Oxford, 2016
Impact: went on to read for a DPhil at the University of Oxford.

Other Major Achievements in Teaching Administration and Innovation

In 2022-2023, I led a successful application to the Faculty of Life Science Education Innovation Award with a group of 4 lecturers to improve the our offer of skills teaching through digital technologies. Prior to joining Bristol, I overhauled statistics teaching in the Y2 Experimental Psychology module in the Natural Science Tripos at the University of Cambridge. I focussed the curriculum on building statistical intuitions and test interpretations, and introduced novel interactive workbooks that combined content and code.

Publications

Legend: Asterisks (*) indicate shared first authorship; underscored numbering (e.g. 41) indicates international co-authors; and bold numbering (e.g. 27) indicates co-authors from non-academic organisations. Contributions for multi-author papers are in CRediT format.

Authored Books

2) Dalmaijer, E.S. (2024). Python for Experimental Psychologists: A Fun Way of Learning How to Code Your Experiments and Analyses (2nd edition). Oxford, United Kingdom: Taylor & Francis Group. (200 pages)

1) Dalmaijer, E.S. (2016). Python for Experimental Psychologists (1st edition). Abbingdon, United Kingdom: Routledge. (228 pages)

Academic Journal Papers (refereed)

44) Hammond, H., Armstrong, M., Thomas, G.A., Dalmaijer, E.S., Bull, D.R., & Gilchrist, I.D. (2024). Narrative predicts cardiac synchrony in audiences. Scientific Reports, 14(1), 26369, p. 1-11. Contribution: software (support), analysis (support), editing draft (support).

43) Alladin*, S.N.B., Berry*, D., Anisimova, E., Judson, R., Whittaker, P., & Dalmaijer, E.S. (2024). Children aged 5-13 years show adult-like disgust avoidance, but not proto-nausea. Brain and Neuroscience Advances, 8, p. 1-8. doi:10.1177/23982128241279616 Contribution: Conceptualisation (lead), supervision (lead), software (lead), data collection (support), analysis (lead), first draft (equal), editing draft (lead), corresponding author.

42) Dalmaijer, E.S. (2024). Cumulative route improvements spontaneously emerge in artificial navigators even in the absence of sophisticated communication or thought. PLoS Biology, 22(6), e3002644, p. 1-16. doi:10.1371/journal.pbio.3002644

41) Breaux, R., Naragon-Gainey, K., Katz, B.A., Starr, L.M., Stewart, J.G., Teachman, B.A., Burkhouse, K.L., Caulfield, M.K., Cha, C.B., Cooper, S.E., Dalmaijer, E., Kriegshauser, K., Kusmierski, S. Ladouceur, C.D., Asmundson, G.J.G., Davis Goodwine, D.M., Fried, E.I., Gratch, I., Kendall, P.C. Lissek, S., Manbeck, A. McFayden, T.C., Price, R.B., Roecklein, K., Wright, A.G.C., Yovel, I., Hallion, L.S. (2024). Intolerance of uncertainty as a predictor of anxiety severity and trajectory during the COVID-19 pandemic. Journal of Anxiety Disorders, 106, 102910, p. 1-8. doi:10.1016/j.janxdis.2024.102910 Contribution: Conceptualisation (support), software (lead), analysis (support), editing draft (support).

40) Edgar, C., Chan, F., Armstrong, T., & Dalmaijer, E.S. (2024). Long-term disgust habituation with limited generalisation in care home workers. PLOS ONE, 19(4), e0299429, p. 1-16. doi:10.1371/journal.pone.0299429 Contribution: Conceptualisation (equal), supervision (lead), software (lead), data collection (support), analysis (lead), first draft (lead), editing draft (lead), corresponding author.

39) Jessup, S.C., Armstong, T., Hord, C.M., Dalmaijer, E.S., & Olatunji, B.O. (2024). A Multilevel Examination of an Inhibitory Retrieval Approach to Exposure: Differentiating the Unique and Combined Effects of Multiple-Context and Multiple-Stimulus Cues. Journal of Behavior Therapy and Experimental Psychiatry, 86, 101986, p. 1-10. doi:10.1016/j.jbtep.2024.101986 Contribution: Software (lead), analysis (support), editing draft (support).

38) Jongerius, C., Hillen, M.A., Smets, E.M.A., Mol, M.J., Kooij, E.S., De Nood, M.A., Dalmaijer, E.S., Fliers, E., Romijn, J.A., Quintana, D.S. (2023). Nasal oxytocin administration does not influence eye gaze or perceived relationship of male volunteers with physicians in a simulated online consultation: a randomized, placebo-controlled trial. Endocrine Connections, 12:8, e220377, p. 1-13. doi:10.1530/EC-22-0377 Contribution: Software (support), analysis (support), editing draft (support).

37) Milani, S., Armstong, T., Anwyl-Irvine, A.L., Dalmaijer, E.S., & Dawson, S.J. (2023). Examining Attentional Biases Elicited by Sexual Stimuli Using MouseView.js: An Online Paradigm to Mimic Eye Movements. The Journal of Sex Research, p. 1-14. doi:10.1080/00224499.2023.2209792 Contribution: Software (lead), analysis (support), editing draft (support).

36) Woronko, S.E., Jessup, S.C., Armstong, T., Anwyl-Irvine, A.L., Dalmaijer, E.S., & Olatunji, B.O. (2023). A Novel Probe of Attentional Bias for Threat in Specific Phobia: Application of the ‘MouseView.js’ Approach. Journal of Anxiety Disorders, 96, 102700, p. 1-10. doi:10.1016/j.janxdis.2023.102700 Contribution: Software (lead), analysis (support), editing draft (support).

35) Dalmaijer, E.S., Gibbons, S.G., Bignardi, G., Anwyl-Irvine, A., Smith, T., Siugzdaite, R., Uh, S., Johnson, A., & Astle, D.E. (2023). Direct and indirect links between children’s socio-economic status and education: Pathways via mental health, attitude, and cognition. Current Psychology, 42, p. 9637-9651. doi:10.1007/s12144-021-02232-2 Contribution: Conceptualisation (lead), supervision (equal), software (lead), data collection (lead), analysis (lead), first draft (lead), editing draft (lead), corresponding author.

34) Anwyl-Irvine, A.L., Armstrong, T., & Dalmaijer, E.S. (2022). MouseView.js: Reliable and valid attention tracking in web-based experiments using a cursor-directed aperture. Behavior Research Methods, 54, p. 1663–1687. doi:10.3758/s13428-021-01703-5 Contribution: Conceptualisation (lead), supervision (lead), software (support), data collection (support), analysis (lead), first draft (lead), editing draft (equal).

33) Armstrong, T., Engel, M., & Dalmaijer, E.S. (2022). Vigilance: A Novel Conditioned Fear Response that Resists Extinction. Biological Psychology, 174, 108401, p. 1-10. doi:10.1016/j.biopsycho.2022.108401 Contribution: Conceptualisation (support), analysis (lead), first draft (equal), editing draft (equal).

32) Armstrong, T., Stewart, J.G., Dalmaijer, E.S., Rowe, M., Danielson, S., Engel, M., Bailey, B., & Morris, M. (2022). I’ve seen enough! Prolonged and repeated exposure to disgusting stimuli increases oculomotor avoidance. Emotion, 22(6), p. 1368-1381. doi:10.1037/emo0000919 Contribution: Conceptualisation (equal), software (lead), analysis (equal), editing draft (equal).

31) Bennett*, M.P., Knight*, R.C., Dunning, D., Archer-Boyd, A., Blakemore, S.-J., Dalmaijer, E.S., Ford, T., Williams, J.M.G., Clegg, H., Kuyken, W., So, T., Wright, G., Lenaert, B., Vainre, M., Watson, P., Dalgleish, T., & MYRIAD Team (2022). Protocol for a randomised controlled trial investigating an intervention to boost decentering in response to distressing mental experiences during adolescence: the decentering in adolescence study (DECADES). BMJ Open, 12(3), e056864, p. 1-12. doi:10.1136/bmjopen-2021-056864 Contribution: Conceptualisation (support), software (equal), editing draft (support)..

30) Bignardi, G., Dalmaijer, E.S., & Astle, D.E. (2022). Testing the specificity of environmental risk factors for developmental outcomes. Child Development, 93(3), p. e282-e298. doi:10.1111/cdev.13719 Contribution: Conceptualisation (support), supervision (equal), analysis (support), first draft (support), editing (equal).

29) Dalmaijer, E.S., Nord, C.L. & Astle, D.E. (2022). Statistical power for cluster analysis. BMC Bioinformatics, 23, 205, p. 1-28. doi:10.1186/s12859-022-04675-1 Contribution: Conceptualisation (lead), software (lead), data collection (lead), analysis (lead), first draft (lead), editing draft (lead), corresponding author.

28) Hoogerbrugge, A., Strauch, C., Oláh, Z.A., Dalmaijer, E.S., Nijboer, T.C.W. & Van der Stigchel, S. (2022). Seeing the Forrest through the trees: Oculomotor metrics are linked to heart rate. PLOS ONE, 17(8), e0272349, p. 1-12. doi:10.1371/journal.pone.0272349 Contribution: Conceptualisation (support), analysis (support), editing draft (support).

27) Anwyl-Irvine, Dalmaijer, E.S., Hodges, N., & Evershed, J. (2021). Realistic precision and accuracy of online experiment platforms, web browsers, and devices. Behavior Research Methods, 53, p. 1407-1425. doi:10.3758/s13428-020-01501-5 Contribution: Conceptualisation (support), supervision (equal), analysis (support), first draft (support), editing draft (equal).

26) Anwyl-Irvine, Dalmaijer, E.S., Quinn, A., Johnson, A., & Astle, D.E. (2021). Subjective SES is associated with children’s neurophysiological response to auditory oddballs. Cerebral Cortex Communications, 2(1), tgaa092, p. 1-14. doi:10.1093/texcom/tgaa092 Contribution: Conceptualisation (equal), supervision (equal), software (equal), data collection (lead), analysis (supporting), first draft (supporting), editing draft (equal).

25) Bignardi, G., Dalmaijer, E.S., Anwyl-Irvine, A., & Astle, D. (2021). Collecting Big Data with small screens: Using touchscreen tablets for brief and reliable assessments of cognitive ability. Behavior Research Methods, 53, p. 1515-1529. doi:10.3758/s13428-020-01503-3 Contribution: Conceptualisation (equal), supervision (equal), software (lead), data collection (lead), analysis (equal), first draft (supporting), editing draft (equal).

24) Bignardi, G., Dalmaijer, E.S., Anwyl-Irvine, A., Smith, T.A., Siugzdaite, R., Uh, S., & Astle, D. (2021). Longitudinal increases in childhood depression during the COVID-19 lockdown in a UK cohort. Archives of Disease in Childhood, 106, p. 791–797. doi:10.1136/archdischild-2020-320372 Contribution: Conceptualisation (equal), supervision (equal), software (lead), data collection (lead), analysis (support), first draft (support), editing draft (equal).

23) Dalmaijer, E.S., Lee, A., Leiter, R., Brown, Z., & Armstrong, T. (2021). Forever yuck: Oculomotor avoidance of disgusting stimuli resists habituation. Journal of Experimental Psychology: General, 150(8), p. 1598–1611. doi:10.1037/xge0001006 Contribution: Conceptualisation (equal), software (lead), analysis (lead), first draft (lead), editing draft (lead), corresponding author.

22) Nord*, C.L., Dalmaijer*, E.S., Armstrong, T., Baker, K., & Dalgleish, T. (2021). A causal role for gastric rhythm in human disgust avoidance. Current Biology, 31, p. 1-6. doi:10.1016/j.cub.2020.10.087 Contribution: Conceptualisation (equal), software (lead), data collection (support), analysis (lead), first draft (equal), editing draft (equal).

21) Uh, S., Dalmaijer, E.S., Siugzdaite, R., Ford, T.J., & Astle, D.E. (2021). Two pathways to self-harm in adolescence. Journal of the American Academy for Child and Adolescent Psychiatry, 60(12), p. 1491−1500. doi:10.1016/j.jaac.2021.03.010 Contribution: Conceptualisation (support), supervision (support), software (equal), analysis (equal), editing draft (equal).

20) Defoe, I.N., Dubas, J., Dalmaijer, E.S., & Van Aken, M. (2020). Is the peer presence effect on heightened adolescent risky decision making only present in males? Journal of Youth and Adolescence, 40, p. 693-705. doi:10.1007/s10964-019-01179-9. Contribution: Software (lead), analysis (support), editing draft (support)..

19) Muhammed, K., Dalmaijer, E. S., Manohar, S., & Husain, M. (2020). Voluntary modulation of saccadic peak velocity associated with individual differences in motivation. Cortex, 122, p. 198-212. doi:10.1016/j.cortex.2018.12.001 Contribution: Conceptualisation (equal), software (lead), analysis (equal), first draft (support), editing draft (equal).

18) Benjamins*, J.S., Dalmaijer*, E.S., Ten Brink, A.F., Nijboer, T.C.W., & Van der Stigchel, S. (2019). Multi-target visual search organisation across the lifespan: Cancellation task performance in a large and demographically stratified sample of healthy adults. Aging, Neuropsychology and Cognition, 26(5), p. 731-748. doi:10.1080/13825585.2018.1521508 Contribution: Conceptualisation (lead), software (equal), analysis (lead), first draft (lead), editing draft (lead), corresponding author.

17) Husta, C., Dalmaijer, E., Belopolsky, A., & Mathôt, S. (2019). The pupillary light response reflects visual working memory content. Journal of Experimental Psychology: Human Perception and Performance, 45(11), p. 1522–1528. doi: 10.1037/xhp0000689 Contribution: Conceptualisation (support), software (support), analysis (support), editing draft (equal).

16) Sahan, M.I., Dalmaijer, E.S., Verguts, T., Husain, M., & Fias, W. (2019). The graded fate of unattended stimulus representations in visuospatial working memory. Frontiers in Psychology, 10:374, p. 1-13. doi:10.3389/fpsyg.2019.00374 Contribution: Conceptualisation (support), software (equal), analysis (equal), editing draft (support).

15) Dalmaijer, E.S. (2018). Beyond the vestibulo-ocular reflex: Vestibular input is processed centrally to achieve visual stability. Vision, 2(2), 16, p. 1-10. doi:10.3390/vision2020016

14) Dalmaijer*, E.S., Li*, K.M.S., Gorgoraptis, N., Leff, A.P., Cohen, D.L., Parton, A.D., Husain, M., & Malhotra, P.A. (2018). Randomised, double-blind, placebo-controlled crossover study of single-dose guanfacine in unilateral neglect following stroke. Journal of Neurology, Neurosurgery, and Psychiatry, 89(6), p. 593-598. doi:10.1136/jnnp-2017-317338 Contribution: Software (lead), analysis (lead), first draft (lead), editing draft (lead), corresponding author.

13) Doherty, B.R., Charman, T., Johnson, M.H., Scerif, G., Gliga, T, & BASIS Team (Baron‐Cohen, S., Bedford, R., Bolton, P., Blasi, A., Cheung, C. Dalmaijer, E.S., Davies, K., Elsabbagh, M., Fernandes, J., Gammer, I., Guiraud, J., Johnson, M.H., Liew, M., Lloyd‐Fox, S., Maris, H., Hara, L., Pasco, G., Pickles, A., Ribeiro, H., Salomone, E., Tucker, L., Yemane, F.) (2018). Visual search and autism symptoms: What young children search for and co‐occurring ADHD matter. Developmental Science, 21(5), e12661, p. 1-13. doi:10.1111/desc.12661 Contribution: Software (support), analysis (support), editing draft (support).

12) Van Uijen, S. L., Dalmaijer, E. S., van den Hout, M. A., & Engelhard, I. M. (2018). Do safety behaviors preserve threat expectancy? Journal of Experimental Psychopathology, 9(4), p. 1-14. doi:10.1177/2043808718804430 Contribution: Conceptualisation (support), software (lead), analysis (equal), editing draft (support).

11) Te Pas, S.F., Pont, S.C., Dalmaijer, E.S., & Hooge, I.C.T. (2017). Perception of object illumination depends on highlights and shadows, not shading. Journal of Vision, 17(8):2, p. 1-15. doi:10.1167/17.8.2 Contribution: Conceptualisation (support), software (equal), data collection (lead), analysis (support), editing draft (support).

10) Kanai, R., Dalmaijer, E.S., Sherman, M.T., Kawakita, G., & Paffen, C.L.E. (2017). Larger stimuli require longer processing time for perception. Perception, 46:5, p. 605-623. doi:10.1177/0301006617695573 Contribution: Conceptualisation (support), software (equal), data collection (lead), analysis (support), editing draft (support).

9) Dalmaijer, E.S., Nijenhuis, B.G., & Van der Stigchel, S. (2016). Commentary: Life is unfair, and so are racing sports: Some athletes can randomly benefit from alerting effects due to inconsistent starting procedures. Frontiers in Psychology, 7(119), p. 1-3. doi: 10.3389/fpsyg.2016.00119 Contribution: Conceptualisation (lead), data collection (lead), analysis (lead), first draft (lead), editing draft (lead), corresponding author.

8) Mulckhuyse, M., & Dalmaijer, E.S. (2016). Distracted by danger: Temporal and spatial dynamics of visual selection in the presence of threat. Cognitive, Affective, and Behavioral Neuroscience, 16(2), p. 315-324. doi:10.3758/s13415-015-0391-2 Contribution: Conceptualisation (support), software (lead), analysis (equal), editing draft (equal).

7) Dalmaijer, E.S., Nijenhuis, B.G., & Van der Stigchel, S. (2015). Life is unfair, and so are racing sports: Some athletes can randomly benefit from alerting effects due to inconsistent starting procedures. Frontiers in Psychology, 6(1618), p. 1-4. doi: 10.3389/fpsyg.2015.01618 Contribution: Conceptualisation (lead), data collection (lead), analysis (lead), first draft (lead), editing draft (lead), corresponding author.

6) Dalmaijer, E.S., Van der Stigchel, S, Nijboer, T.C., Cornelissen, T.H., & Husain, M. (2015). CancellationTools: All-in-one software for administration and analysis of cancellation tasks. Behavior Research Methods, 47(4), p. 1065-1075. doi:10.3758/s13428-014-0522-7 Contribution: Conceptualisation (lead), software (lead), data collection (lead), analysis (lead), first draft (lead), editing draft (lead), corresponding author.

5) Hoppenbrouwers, S.S., Van der Stigchel, S., Slotboom, J., Dalmaijer, E.S., & Theeuwes, J. (2015). Disentangling attentional deficits in psychopathy using visual search: failures in the use of contextual information. Personality and Individual Differences., 86, p. 132-138. doi:10.1016/j.paid.2015.06.009 Contribution: Software (lead), analysis (equal), editing draft (support).

4) Mills, M., Dalmaijer, E.S., Van der Stigchel, S., & Dodd, M.D. (2015). Effects of task and task-switching on temporal inhibition of return, facilitation of return, and saccadic momentum during scene viewing. Journal of Experimental Psychology: Human Perception & Performance, 41(5), p. 1300-1314. doi:10.1037/xhp0000076 Contribution: Conceptualisation (support), software (lead), analysis (support), editing draft (support).

3) Mathôt, S., Dalmaijer, E.S., Grainger, J., & Van der Stigchel, S. (2014). The pupillary light response reflects exogenous attention and inhibition of return. Journal of Vision, 14:7, p. 1-9. doi:10.1167/14.14.7 Contribution: Conceptualisation (equal), software (support), analysis (support), editing draft (support).

2) Bethlehem, R. A. I., Dumoulin, S. O., Dalmaijer, E. S., Smit, M., Berendschot, T. T. J. M., Nijboer, T. C. W., & Van der Stigchel, S. (2014). Decreased Fixation Stability of the Preferred Retinal Location in Juvenile Macular Degeneration. PLoS ONE, 9(6), e100171, p. 1-10. doi:10.1371/journal.pone.0100171 Contribution: Conceptualisation (support), software (lead), analysis (equal), editing draft (support).

1) Dalmaijer, E.S., Mathôt, S., & Van der Stigchel, S. (2014). PyGaze: an open-source, cross-platform toolbox for minimal-effort programming of eye tracking experiments. Behavior Research Methods, 46, p. 913-921. doi:10.3758/s13428-013-0422-2 Contribution: Conceptualisation (lead), software (lead), analysis (lead), writing first draft (lead), editing draft (lead), corresponding author.

Chapters in Edited Books

1) Dalmaijer, E.S., Anwyl-Irvine, A.L., Bignardi, G., Hauk, O., & Astle, D.E. (2021). Magnetoencephalography and developmental cognitive neuroscience. In: K. Cohen Kadosh (Ed.), Oxford Handbook of Developmental Cognitive Neuroscience. Oxford University Press. (pages 133-158) Contribution: Conceptualisation (equal), writing first draft (lead), editing draft (lead), corresponding author.

Academic Journal Papers (not refereed)

3) Dalmaijer, E.S., Van Rheede, J., Sperr, E.V., & Tkotz, J. (2021). Banana for scale: Gauging trends in academic interest by normalising publication rates to common and innocuous keywords. ArXiv, 2102.06418, p. 1-11. Contribution: Conceptualisation (lead), software (lead), data collection (lead), analysis (lead), writing first draft (lead), editing draft (lead), corresponding author.

2) Dalmaijer, E.S., Pama, E.A.C., & Prins, S. (2016). United Kingdom: Illness should not curtail PhD funding. Nature, 539, p. 495. doi:10.1038/539495e Contribution: Conceptualisation (equal), writing first draft (lead), editing draft (lead), corresponding author.

1) Dalmaijer, E.S. (2014). Is the low-cost EyeTribe eye tracker any good for research? PeerJ PrePrints, 2:e585v1, p. 1-35. doi:10.7287/peerj.preprints.585v1

Conference Contributions (not refereed)

Legend: text in square brackets refers to publications that came out of the same project that produced conference contributions. Where no mapping is listed, it is on an unpublished project.

Note: to limit the length of this already lengthy section, only conference contributions that I presented have been included. Including collaborators and students would have doubled this list, and I did not want to waste the committee’s time.

22) Dalmaijer, E.S. (2023, September). Does the development of disgust in children depend on stomach rhythms? British Psychological Society Cog Dev 2023, Bristol, UK. [paper 43]

21) Dalmaijer, E.S., Anwyl-Irvine, A.L., & Armstrong, T. (2022, August). Web-based attention-tracking with an eye-tracking analogue is reliable and valid. European Conference on Eye Movements, Leicester, UK. [paper 34]

20) Dalmaijer, E.S., & Armstrong, T. (2022, April). The human behavioural immune system is a product of cultural evolution. Poster presented at the NVP Winter Conference (biennial meeting of the Dutch Society for Brain and Cognition), Egmond aan Zee, Netherlands.

19) Dalmaijer, E.S. (2022, March). The evolution of disgust in 100k simulated years. Society for Affective Science, virtual conference, USA.

18) Dalmaijer, E.S. (2021, September). Tracking the Cascade of Factors that Drive Resilience to Socio-economic Disadvantage from Birth to Early Adolescence. British Psychological Society Developmental Section Annual Conference, virtual conference, UK.

17) Dalmaijer, E.S. (2021, July). Pharmacological normalisation of gastric state reduces oculomotor avoidance of disgust. Reading Emotions: Gut, Brain, and Affect, virtual conference, UK. [paper 22]

16) Dalmaijer, E.S. (2019, September). Big data statistics and high-resolution tests of cognition, attitudes, mental health, and socio-economic status reveal a complex interplay that shapes children’s educational outcomes. British Association for Cognitive Neuroscience, Cambridge, UK. [paper 35]

15) Dalmaijer, E.S., Lee, A., & Armstrong, T. (2019, August). You literally cannot pay me to look at poop: The astounding lack of habituation to disgust as measured through oculomotor avoidance. European Conference on Eye Movements, Alicante, Spain. [paper 23]

14) Dalmaijer, E.S., & Astle, D.E. (2019, July). What can big datasets and multivariate models tell us about cognitive pathways to resilience in primary education? British Association for Psychopharmacology, Manchester, UK.

13) Dalmaijer, E.S. (2019, June). The crucial but precarious position of open-source software in science. Postdoc Neuroscience Network Symposium, Cambridge, UK.

12) Dalmaijer, E.S., Bignardi, G., Irvine, A., & Astle, D. (2019, April). Search organisation in multi-target displays can predict educational outcomes in children. Poster presented at the British Neuroscience Association Festival of Neuroscience 2019, Dublin, Ireland.

11) Dalmaijer, E.S., Bignardi, G., Irvine, A., & Astle, D. (2018, March). App-based testing to measure cognition and resilience in education and development. Poster presented at the Cambridge Neuroscience Symposium, Cambridge, United Kingdom. [paper 25]

10) Dalmaijer, E.S., Poullias, C., Somai, R., & Husain, M. (2017, May). When is reward-associated information prioritised in visual working memory? Poster presented at Vision Science Society’s annual meeting (VSS), St. Pete Beach, Florida, USA.

9) Dalmaijer, E.S., Stokes, M.G., & Husain, M. (2016, November). Is encoding into visual working memory a parallel process? Evidence from statistical modelling and EEG decoding. Society for Neuroscience, San Diego, CA, USA. [PhD thesis]

8) Dalmaijer, E.S. (2016, November). Encoding of several items into visual working memory occurs in parallel. Donders Discussions, Nijmegen, The Netherlands. [PhD thesis]

7) Dalmaijer, E.S. (2016, October). Joint visual working memory through implicit collaboration. Colloquium on multiple eye tracker classrooms, Lund, Sweden.

6) Dalmaijer, E.S., & Husain, M. (2016, May). Is encoding into visual working memory a serial process? Poster presented at Vision Science Society’s annual meeting (VSS), St. Pete Beach, Florida, USA. [PhD thesis]

5) Dalmaijer, E.S., Nijenhuis, B.G., & Van der Stigchel, S. (2015, December). Life is unfair, and so is speed skating: Some athletes can randomly benefit from alerting effects due to inconsistent starting procedures. Poster presented at the NVP Winter Conference (biennial meeting of the Dutch Society for Brain and Cognition), Egmond aan Zee, Netherlands. [papers 7 and 9]

4) Dalmaijer, E.S., & Husain, M. (2015, August). Visual working memory resources are dynamically redistributed to saccade targets before saccade onset. Poster accepted at the European Conference on Eye Movements (ECEM), Vienna, Austria. [PhD thesis]

3) Dalmaijer, E.S., Van der Stigchel, S, Nijboer, T.C., Cornelissen, T.H., & Husain, M. (2014, October). CancellationTools: All-in-One Software to Collect and Analyse Multi-Target Visual Search Data. EP Induction Week, Oxford, United Kingdom. [paper 6]

2) Dalmaijer, E.S., Van der Stigchel, S., Linden, L. van der, Kruijne, W., Schreij, D., & Mathôt, S. (2013). OpenSesame opens the door to open-source and user-friendly eye-tracking research. In K. Holmqvist, F. Mulvey & R. Johansson (Eds.), Journal of Eye Movement Research, 6, p. 547. Lund, Sweden, ECEM.

1) Dalmaijer, E.S., Nierop, L.E. van, & Zandvoort, M.J.E. van (2013, May). The effects of galvanic vestibular stimulation on eye movements and visual perception. Mind the Brain Symposium, Utrecht, Netherlands. [paper 15]

Reviews of Single Academic Books

1) Dalmaijer, E.S. (2022). Book review: Eye-Tracking with Python and Pylink. Perception, 51(4), p. 290-291. doi:10.1177/03010066221086083

Media Contributions

1) Dalmaijer, E.S. (2024). How studying (robot) pigeon navigation changed my mind about their intellect. The Conversation. https://theconversation.com/how-studying-robot-pigeon-navigation-changed-my-mind-about-their-intellect-231340

Forthcoming Publications

2) Dalmaijer, E.S., & Mills, W. (accepted, forthcoming in 2025). Creating Psychological Experiments with Unity and C#. Oxford, United Kingdom: Taylor & Francis Group. Contribution: Successfully pitched book to publisher, brought second author onto contract, wrote 60% of chapters.

1) Alladin, S.N.B., Judson, R., Whittaker, P., Attwood, A.S., & Dalmaijer, E.S. (accepted). Review of the gastric physiology of disgust: proto-nausea as an under-explored facet of the gut-brain axis. Brain and Neuroscience Advances. Contribution: Conceptualisation (lead), supervision (lead), data collection (support), analysis (support), first draft (equal), editing draft (lead).

Research Grants

2024, Building blocks of cognition: The co-development of brain function and cognition across the first 5 years of life. Wellcome Trust, Discovery Award, 2025-2033, £4 200 000. Contribution: As named collaborator (~5%), I contributed eye tracking task design and programming of software for data acquisition and analysis.

2023, A high density functional near-infrared spectroscopy system for mapping the neural substrates of mental and cognitive health across the lifespan, Medical Research Council, 2023-2024, £190 277. Contribution: As Co-PI (~10%), I contributed a use-case on this equipment grant.

2023, EM-BODY: Interoceptive mechanisms on emotion in mental health treatment, Wellcome Trust, Mental Health Award, £4 168 923. 2024-2029. Contribution: As Co-PI (~15%), I contributed significantly to one work package, I sit on the scientific board, and I give methodological input and run statistical analyses.

2019, Erskine Cambridge Visiting Fellowship, University of Canterbury, ~$10 000 NZ, 2020. Contribution: As PI (100%), I was solely responsible for this grant.

2015: Travel award, Wolfson College, University of Oxford, £200, 2015. Contribution: 100%.

2014, Individualised Diagnostics and Rehabilitation of Attention Disorders, European Commission, Marie Curie PhD scholarship, ~ €193 353, 2014-2017. Contribution: I was selected for this highly competitive scholarship funded through an FP7 Innovative Training Network.

2013, Erasmus Scholarship, European Commission, €1 540, 2013. Contribution: 100%.

Indications of External Recognition

Journal Editorships

2) Guest Editor for issue “The Neuroscience of Emotions”, Brain and Neuroscience Advances, 2024

1) Consulting Editor, Behavior Research Methods, 2020-2024.

Postgraduate Research Examinations

6) External Examiner for Sevgi Bektas (2025, September). King’s College London, London, UK.

5) External Examiner for Ayla Pollmann (2025, February). King’s College London, London, UK.

4) MRes Subject Expert Examiner for Alice Thursby (2024, August). University of Bristol, UK.

3) PhD committee member for Anastasios Petrou (2022, December). University of Cyprus, Nicosia, Greece.

2) External Examiner for Usman Afzali (2022, April). University of Canterbury, Christchurch, New Zealand.

1) External Examiner for Steve Beukema (2021, November), McGill University, Montreal, Canada.

Invited Talks (General Public)

  • Dalmaijer, E.S. (2023, December). Can we learn to overcome disgust? British Neuroscience Association Festive Symposium, London, UK.
  • Dalmaijer, E.S. (2023, March). Talk at Best of Bristol Neuroscience, Bristol, United Kingdom.
  • Dalmaijer, E.S. (2022, May). Talk for Pint of Science, Bristol, UK.
  • Dalmaijer, E.S. (2019, June). Talk at MRC Festival of Medical Research, Cambridge, United Kingdom.
  • Dalmaijer, E.S. (2018, September). SciBar Public Talk (organised by British Science Association), Cambridge, United Kingdom.

Invited Talks (Professional Audience)

  • Dalmaijer, E.S. (2021, May). Mitigating the impact of the pandemic: A panel discussion for teachers, virtual seminar, United Kingdom.
  • Dalmaijer, E.S. (2020, January). Removing barriers to learning and retention. Royal Marsden Excellence in Education Conference, London, UK.
  • Dalmaijer, E.S. (2019, October). Primary school teacher training, Tralee, Ireland.
  • Dalmaijer, E.S. (2019, October). Primary school teacher training, Limerick, Ireland.

Invited Talks (Academic)

  • Dalmaijer, E.S. (2025, January). Be still my churning stomach: The function and development of neurogastric interactions in the emotion of disgust. Department of Psychology Seminar Series, Royal Holloway, University of London, UK.
  • Dalmaijer, E.S. (2024, November). Be still my churning stomach: The function and development of neurogastric interactions in the emotion of disgust. Chaucer Club, University of Cambridge, UK.
  • Dalmaijer, E.S. (2023, January). Cultural evolution as a driving force behind affective and cognitive development in human, animal, and machine. Centre for Developmental Science, University of Birmingham, UK.
  • Dalmaijer, E.S. (2022, October). Cultural evolution as a driving force behind affective and cognitive development in human, animal, and machine. Seminar Series, School of Psychological Science, University of Bristol, UK.
  • Dalmaijer, E.S. (2021, June). Visual of visceral cognition? The curious lack of habituation in oculomotor avoidance of disgust. Understanding Vision (invited keynote), virtual conference, UK.
  • Dalmaijer, E.S. (2021, May). Tracking children’s mental health during the COVID-19 pandemic. Mitigating the impact of the pandemic: A panel discussion, virtual seminar.
  • Dalmaijer, E.S. (2020, October). Development of Disgust. Wednesday Lunchtime Seminar, Cognition and Brain Sciences Unit, University of Cambridge, UK.
  • Dalmaijer, E.S. (2020, July). Computing power for cluster analyses and other classification algorithms. Session on Statistical Power, University of Cambridge, UK.
  • Dalmaijer, E.S. (2019, May). Using machine-learning to map the complex interplay between cognition, mental health, attitude, socio-economic status, and educational outcomes in a large sample of children aged 7-9. Cambridge Computational Biology Institute’s Annual Symposium, Cambridge, UK.
  • Dalmaijer, E.S. (2019, February). You literally cannot pay me to look at poop: The astounding lack of habituation to disgust as measured through oculomotor avoidance. Wednesday Lunchtime Seminar, Cognition and Brain Sciences Unit, University of Cambridge, UK.
  • Dalmaijer, E.S. (2019, February). Open-source eye tracking demonstration. Big Data for Better Science event, Royal Society, London, UK.
  • Dalmaijer, E.S. (2018, December). Creating experiments in Python. Methods Day, Cognition and Brain Sciences Unit, University of Cambridge, UK.
  • Dalmaijer, E.S. (2018, November). Open source without the headaches. Open Science Day, Cognition and Brain Sciences Unit, University of Cambridge, UK.
  • Dalmaijer, E.S. (2018, October). How organised is human search? Wednesday Lunchtime Seminar, Cognition and Brain Sciences Unit, University of Cambridge, UK.Dalmaijer, E.S. (2018, May). Artificial Intelligence in Psychology. Psychologist & Future Perspective Congress, Leiden, Netherlands.
  • Dalmaijer, E.S. (2016, July). Is encoding into visual working memory a serial process? CNN Meeting, Ghent, Belgium.
  • Dalmaijer, E.S. (2016, March). Is encoding into visual working memory a serial process? OxVis, Oxford, United Kingdom.
  • Dalmaijer, E.S. (2016, January). Is encoding into visual working memory a serial process? Working Memory Day, Oxford, United Kingdom.
  • Dalmaijer, E.S. (2015, November). Is encoding into visual working memory a serial process? Evidence from computational modelling. DPhil seminar, Oxford, United Kingdom.
  • Dalmaijer, E.S., King, R.L., Oderkerk, C.A.T. (2015, June). The limits of Visual Working Memory. Center for Visual Cognition, Copenhagen, Denmark.
  • Dalmaijer, E.S. (2015, March). Open source software in Experimental Psychology. Attention, Brain, and Cognitive Development Lab, Oxford, United Kingdom.

Evidence of Impact: Metrics

Metrics updated on 26 November 2024.

  • H-index (Google Scholar): 22
  • Number of citations (Google Scholar): 2552
  • ResearchGate: 24 047 publication reads (note this is an undercount of the total number of reads, as it only includes reads on the ResearchGate website)
  • GitHub: 191 followers, 1499 stars

Evidence of Impact: Media

Evidence of impact comes from the frequency with which my work appears in high-profile publications. For example, it was reported on in prominent (Huffington Post, CGTN, The Conversation, and The Conversation again) and specialist news websites (OpenSource.com, PharmaStar, Neuroscience News, MedPage Today), and in well-known newspapers in the UK (Daily Mail, Daily Mail again, and again), Australia (The Australian), Germany (Süddeutsche Zeitung), Portugal (aeiou.pt), and the Netherlands (Volkskrant, NRC Handelsblad, Algemeen Dagblad). My work was also featured on radio (CKNW Vancouver, Australian Broadcasting Company, Dutch Radio 10) and television (Dutch news NOS, and talk show DWDD). My research on alerting in racing sports even inspired a Dutch sports comic (Knudde).

Evidence of Impact: Qualitative

To further outline the impact of my work, I will present three representative case studies of how my research impacted science and society.

  1. The first example is in the field of affective science, where my work on disgust has reignited interest in the role of the stomach. A major theory underlying this work, the oral origins hypothesis, had been effectively retired and fewer than ten studies quantified the association between stomach rhythms and disgust. In 2021, I published a drug study that with evidence for the causal involvement of the stomach in disgust avoidance. The journal decided to ask a high-profile interoception researcher to write a commentary, which was exceedingly positive Other labs have since taken up electrogastrography to measure stomach rhythms during disgust, and my own papers on the topic (e.g. two 2024 publications on EGG and disgust) have had remarkably positive reviewer comments praising this novel direction.
  2. The second example is my 2024 publication on the emergence of cumulative culture in artificial agents. I proposed a simple model, and demonstrated that this showed behaviour that was previously one of the few pure examples of cumulative cultural evolution in animals. More than before, anthropocentrics in the field need to better define cumulative culture or accept that it could be an emergent property of even highly simplistic social organisms.
  3. The third example is of impact that my work has on societal debates and policy. With my former PhD student Giacomo Bignardi, I conducted a study on the immediate impact of the COVID-19 pandemic on children’s mental health. We managed to test throughout the very first lockdown and compared this with pre-COVID baseline data we had for our sample. This was one of the first papers of its kind, and it was used in a policy paper by the World Bank to illustrate a “crisis within a crisis” in children’s mental health. The paper was also reference 1 in Chapter 4 of the COVID-19 mental health and wellbeing surveillance report by the UK Government’s Office for Health Improvements and Disparities.

Research Administration

As a member of the Scientific Board for Wellcome Trust Mental Health Award EM-BODY (£4.2 million), I advise on statistical approaches and on the use of electrogastrography. This has allowed the grant to be awarded in the first place, has informed the experiments and analyses in one (out of three) work package, and helped ensure a contingency was found for invasive gastric stimulation.

In a partnership with Alea Technologies (Germany), I developed a version of their API that allowed researchers to use Alea’s products in Python and OpenSesame. I continue to maintain this package, which is available as open-source software.

I co-organise the Bristol Neuroscience Seminars, which bring world-leading experts in neuroscience to the University of Bristol. We organised 4 such seminars in 2023-2024 and 7 in 2024-2025. I also hosted 3 speakers in the School of Psychological Science Seminar Series in 2023-2024.

I manage a research group that currently comprises 1 PhD student, 1 MScR student, 1 research assistant, and 1 placement student. It also sees yearly summer students (3 in 2023, 4 in 2024), and hosted a visiting postdoc from the University of Graz in 2023-2024.

Academic Leadership and Citizenship

Throughout my career, and particularly since starting at Bristol in 2021, I have taken on leadership roles in research, teaching, and around departments. I have a reputation for being a good citizen due to being a positive and supportive colleague, actively volunteering for one-off duties, and having a tradition of active committee membership and chairing since 2016. Major leadership contributions have been my chairing of the MRC Cognition and Brain Sciences Unit’s Open Science Committee and the organisation of e.g. training events on statistical power, co-chairing of the School’s Student Engagement Committee and the organisation of community building initiatives (new student networking events, professional skills workshops, and a student newsletter), and co-organising the School’s Town Hall meetings to process the feedback of our ~1000 students. My academic leadership is also evident from my setting new research priorities in the field through excellent papers (e.g. focus on stomach in emotion of disgust, and devising a mechanism for the emergence of cumulative culture in artificial agents), and through active roles in research collaborations (e.g. scientific board membership of a ~£4.2 million Wellcome Trust grant). Finally, I take on leadership and citizenship related to my work but outside of the University. This includes partnerships with commercial companies to make software for their equipment, public engagement work for and outside of the University, and being Treasurer for the independent University Day Nursery charity. Further specific examples of the above are included in the sections below.

Academic Leadership in the Discipline

I have a well-established profile as methods expert. My Python for Experimental Psychologists textbooks have sold thousands of copies, my methodological papers have been cited 1435 times, and my open-source software has received 1486 stars in total on GitHub and their support website gets ~30 000 views per year. My research is also well-known, and straddles several disciplines. It has inspired the field to take the stomach more seriously in the emotion of disgust (with major labs taking up electrogastrography, e.g. Bunmi Olatunji’s Emotion and Anxiety Research Laboratory at Vanderbilt). In addition, my recent publication on emergence of cumulative culture in artificial agents has moved forward a long-standing debate on the required cognitive capacities. I collaborate with academics across the UK (Oxford, Cambridge, UCL, Edinburg, UEA) and internationally (USA, Canada, the Netherlands, Argentina, New Zealand), with recent examples including both successful (see above) and unsuccessful grant applications with work-packages that I was to lead. I am frequently invited to speak at departments, conference symposia, and events. As guest editor at Brain and Neuroscience Advances I shaped the special issue on the neuroscience of emotion, and as consulting editor at Behavior Research Methods my input helped to make decisions on dozens of submissions. Finally, I frequently engage in knowledge exchange with industry (e.g. helping an eye-tracking manufacturer develop specialist software) and the public (e.g. invited public engagement talks for British Neuroscience Association and Pint of Science).

Academic Leadership in the University

Since 2022, I have been on the Student Engagement Committee and Student-Staff Liaison Committee. My main contributions were the introduction of a new professional talk series for students in 2022, the establishment of a student newsletter in 2023, the organisation of two professional workshops for aspiring clinical psychologists (on 23 and 29 April 2024), and the hosting of Town Hall meetings for student feedback (roughly fortnightly during term, since 2022). I have established new communication systems for our students, in the form of a student newsletter (since 2023), and in the form of ~5 yearly training and networking opportunities for ~30-40 students per event. Since 2023, I have also been involved in organising the Bristol Neuroscience Seminar series.

I participated in School staff recruitment in 2022, when I sat on the panels for the lab and cohort managers for the Bristol Cognitive Development Centre. I was also an active voice in the staff discussions for almost every School Lecturer hire since 2022. I held a position of responsibility in the Faculty when I led a project under the Faculty of Life Science’s Education Innovation Fund in 2022-2023 (with some work still ongoing) to improve skills teaching through digital technologies. I am actively involved in the University’s public engagement activities, for example when I contributed to its Festival of Neuroscience by giving one of the Best of Bristol Neuroscience public lecture on 4 March 2023.

To widen participation, I have taught one session per term for Access to Bristol since 2023, and actively recruited an MScR student in my lab into this programme for the academic year 2023-2024. I have actively promoted equality and diversity within the University by facilitating students to organise fortnightly LGBTQ+ student and staff coffee mornings (since 2023), and by hosting the Thriving in STEM panel discussion for International Women’s Day on 8 March 2024.

Professional Activities Outside of the University

As a competent programmer with niche skills, I am regularly approached for consulting requests, even if I cannot always fulfil these due to conflicting demands on my time (full-time job at Bristol, care for two young children). Examples of my consulting are referenced throughout this CV, but most can be summarised as advice on and/or hands-on help with software development. For other partnerships with commercial companies, see under “Entrepreneurship, Enterprise, and Partnerships”.

I act as external examiner for MSc programmes at the University of Sheffield, and have also acted as external examiner in PhD examinations (enumerated above). I also engage in continuing professional development by attending conferences and acquiring HEA Fellowship.

I am a guest editor for Brain and Neuroscience Advances in 2024, and consulting editor for Behavior Research Methods since 2020 (the journal’s new editorial team even requested I stay on from 2024). I also frequently review manuscripts for a wide variety of journals, and occasionally review grant applications for national and international funding bodies. I am also a chartered member (CPsychol) with the British Psychological Society and member of its Developmental Section (both since 2022), and a member of the British Neuroscience Association (since 2024).

Contributions to Society

I have contributed to society through the generation of clinically relevant knowledge (see publications), and through my public engagement to disseminate knowledge (enumerated above). This is particularly evident in the workshops for professionals that I taught in, for example the teacher trainings on the impacts of poverty on learning in primary schools (Tralee and Limerick, Ireland, October 2019), a talk on optimising teaching to students with low working memory at the Royal Marsden Excellence in Education Conference in January 2020, and a panel discussion for teachers on mitigating the impact of the COVID-19 pandemic in May 2021.

Another positive impact on society is through mentorship of my students, who go on to work in careers outside of academia. One excellent example is my former PhD student Alex Anwyl-Irvine, who currently works for the Government’s AI Safety Institute.

Finally, I am the Treasurer and Staff Liaison for the University Day Nursery in Bristol. This is a voluntary position that helps to run the independent charity that makes care for young children affordable for students and staff at the University of Bristol.

  1. Entrepreneurship, Enterprise, and Partnerships

As a developer of open-source software, I have worked in partnership with commercial parties such as Tobii and Alea Technologies. They are manufacturers of eye trackers that are heavily used by researchers, but also by consumers. In a win-win to these companies and to researchers and consumers who use eye-tracking equipment, the software that I developed is completely free to users. This allows them to more cost-effectively use their hardware in research and for accessibility.

In addition to active collaboration, many organisations use my software. A recent (2024) example that I am rather proud of is NASA, who use my PyGaze toolbox for eye-tracking projects.

Good Citizenship

I pride myself on being a good citizen. Everyone benefits from a healthy School community, and I try to do my part by being an active member of this community. This takes the form of informal mentoring of colleagues and PGR students, and by always willingly answering their questions and requests for help within my areas of expertise. An often overlooked cornerstone of community is simply having an active presence: seminar series require people to be there and to interact with speakers, coffee mornings require people to sit down and chat, and staff-student socials require staff to show up. I actively do all of these, and as a result have been able to advertise the University and our School to speakers, to support colleagues through a rough day, and to make students feel part of our School’s community.

In addition to the above, I am an active contributor in staff assemblies and meetings, meet my marking deadlines, talk to prospective students and their parents at Open Days, and give talks at Offer Holder Days. At Bristol, I co-chair the Student Engagement Committee and sit on the Staff-Student Liaison Committee, which continues a long-standing tradition of this type of citizenship: I was graduate representative on the Communications Committee at Oxford (2016-2017), committee member of the Postdoc Neuroscience Network at Cambridge (2018-2021) and co-organised its symposia in 2019 and 2020, and I chaired the Open Science Committee at the MRC Cognition and Brain Sciences Unit at Cambridge (member 2018-2019, chair 2019-2021).

Another hallmark of good citizenship is taking on one-off duties when difficult situations emerge. I frequently volunteer to take on such duties, with recent examples including taking on a colleagues’ marking while they were on medical leave (TB1 2023-2024), taking on extra lectures outside of my workload allocation (teaching statistics workshops for dissertation students to reduce supervisors’ individual workloads in 2024-2025), and handling a sensitive conflict between two students (TB1 2024-2025). The latter underscores how seriously I take my role as tutor, as this falls well beyond the typical responsibilities assigned to academic tutors, but I coordinated between Senior Tutor, Year Director, Wellbeing Services, Student Resolution Services, and the students in question. To end on a more positive note regarding tutoring: I am exceedingly proud of my former supervisee who has just started a PhD position at Cambridge directly out of undergraduate, massively helped through my network and tutoring during the application process.

Comments are closed.