scottish branch undergraduate conference 2013 networks/201… · 4 08.30 timetable time saturday 23...
TRANSCRIPT
Scottish Branch UNDERGRADUATE CONFERENCE2013
ProgrammeUniversity of Abertay
Saturday 23 March
Contents
�
1 Welcome
2 Message from Peter Banister
3 Keynote Speaker’s Abstract
4 Timetable
10 Notes pages
16 Room and General Information
1
�
Welcome to Abertay University
A very warm welcome to Abertay University on behalf of all
my colleagues and especially the staff of our Psychology
Division who are your hosts today.
We are delighted that you have chosen Abertay as the
venue for your 2013 conference. Abertay has a strong
track record in teaching and research in psychology:
it is one of our highest-scoring subjects in the National
Student Survey, and one of the best rated departments
in any modern university in the latest Research
Assessment Exercise.
But one of the keys to academic success is knowing that
no matter what you have already achieved there are
always new questions to ask, new topics to explore,
and new colleagues to meet. Events such as today’s
conference offer great opportunities to do just that,
and I am sure that our own staff and students in psychology are very much looking forward to
engaging in the formal sessions and informal discussions that will take place during the day.
Once again, I bid you welcome to Abertay and I wish you every success for today’s conference.
Professor Nigel Seaton
Principal and Vice-Chancellor
University of Abertay Dundee
2
�
Message from Peter Banister
As President the British Psychological Society (BPS),
I am delighted that you have been able to come along today
to the Scottish Branch Undergraduate Conference and would
like to welcome you to what will be a most interesting and
enjoyable day.
As you may be aware the BPS sets the gold standard for all
Psychology degrees, and has strict standards in terms of the
resources needed to run an undergraduate course in
Psychology and stipulates what a basic curriculum should
cover. This is done in association with the Quality Assurance
Agency, which has set a benchmark for Psychology degrees
throughout the United Kingdom. Thus every accredited
course provides the basic essentials which are needed if graduates wish to go on to further
their studies in academic psychology, to set out on the road to become a professional
psychologist or to become employed in a variety of careers for which a psychology degree is
very suitable.
We believe that one of the essentials that a degree in Psychology provides is a good grounding
in psychological methods, both quantitative and qualitative, culminating in the successful
completion of a final year project. Today is a very exciting day as we have all come along to
hear about some of the fascinating work that you have all been carrying out on your degree
courses, and to listen to your presentations.
So many thanks to those of you who have volunteered to tell us all the exciting work that you
have been doing, which I am sure you are all (as I am) very much looking forward to. Thanks
also to the organisers of this event, which takes an enormous amount of planning and
preparation. It is to the credit of BPS Scotland that such an event is taking place, and this is a
good example as to how we can communicate with the world, tell others about our broad and
fascinating discipline and to share our excitement about Psychology with the very important
next generation.
I am sure you will find today informative, enjoyable and inspiring. As is our usual practice we
are keen to ensure that the event meets your expectations and we welcome your feedback.
PETER BANISTER
President, 2012 – 2013
3
�
Keynote Speaker
Dr. Suzanne Zeedyk currently holds the post of Honorary Senior Lecturer in the School of Psychology, at the University of Dundee,
where she has been based since 1993. Her research expertise
focuses on the early communicative interactions of parents and
infants. In recent years, this has extended to the study of interventions for communicative disorders such as autism,
sensory impairment, and dementia.
In 2011, she set up an independent training enterprise to allow
her to disseminate more widely the science of the early years. She now spends much of her time speaking to the public about
the psychological and neuroscientific bases of communicative
interaction. She works closely with organisations throughout the
UK to increase awareness of the decisions we take about caring for children, showing how
those decisions are integrally connected to our vision for the kind of society we wish to build.
4
�
Tim
eta
ble
Tim
e
Sa
turd
ay
23
Ma
rch
20
13
08
.30
R
eg
istr
ati
on
op
en
(R
ece
ptio
n A
rea
)
09
.30
O
pe
nin
g A
dd
res
s (
15
16
/25
16
)
09
.40
B
PS
Pre
sid
en
t: D
r P
ete
r B
an
iste
r (1
51
6/2
51
6)
S
es
sio
n 1
(1
51
6/2
51
6)
Se
ss
ion
2
(15
17
/25
17
)
Se
ss
ion
3
(25
21
)
Se
ss
ion
4
(25
22
)
Se
ss
ion
5
(25
32
)
Se
ss
ion
6
(35
22
)
Se
ss
ion
7
(35
08
)
Se
ss
ion
8
(35
10
)
10
.10
J
uli
a M
cV
ea
n;
Un
ive
rsit
y o
f D
un
de
e
Eye
mo
ve
me
nts
in t
he
'w
ea
po
n
focu
s e
ffe
ct'
Me
ga
n D
ruc
e &
Ja
me
s C
lark
;
Un
ive
rsit
y o
f
Ed
inb
urg
h
Th
e D
iffe
ren
tia
l
De
clin
e o
f
Th
eo
ry o
f M
ind
in O
ld A
ge
Go
rdo
n K
irk
;
Un
ive
rsit
y o
f A
be
rta
y
Tra
nsitio
n t
o
Un
ive
rsity a
nd
exe
rcis
e
inte
ntio
ns:
Th
e
role
of
pe
er
an
d
fam
ily s
up
po
rt in
pre
dic
tin
g
pa
rtic
ipa
tio
n
Ra
ch
el
Na
ys
mit
h;
E
din
bu
rgh
Na
pie
r
Un
ive
rsit
y
Inte
rro
ga
tive
Su
gg
estib
ility:
the
in
flu
en
ce
of
vis
ua
l im
ag
ery
Lo
is K
ho
o,
Ka
te F
ors
yth
&
Ma
rin
a
Os
tap
cu
ka
;
Un
ive
rsit
y o
f G
las
go
w
Exp
lori
ng
bio
ma
rke
rs o
f
Alz
he
ime
r`s
dis
ea
se
: a
cro
ss-m
od
al
me
mo
ry t
ask
exa
min
ing
ER
P v
ari
ab
ility
in "
yo
un
g"
an
d
"old
" su
bje
cts
He
ath
er
Me
ikle
;
Gla
sg
ow
C
ale
do
nia
n
Un
ive
rsit
y
Th
e e
ffe
cts
of
relig
iou
s a
nd
pa
ran
orm
al
be
lie
fs o
n
rea
so
nin
g
Ma
ria
Lo
uis
e
Sm
ith
ers
; U
niv
ers
ity
of
Gla
sg
ow
An
In
ve
stig
atio
n
of
'Pse
ud
on
eg
lect'
an
d t
he
'C
ross-
Ove
r' e
ffe
ct
in
Se
gm
en
ted
vs
Wh
ole
Lin
es
Ka
i L
i C
hu
ng
;
Un
ive
rsit
y o
f S
tra
thc
lyd
e
Pe
op
le w
ho
sa
y
the
y k
no
w it
all:
the
in
flu
en
ce
of
inte
rvie
we
rs’
au
tho
rity
on
th
e
su
gg
estib
ility o
f
ove
r-cla
ime
rs
5
�
10
.30
J
on
ath
an
Se
nio
r;
Un
ive
rsit
y o
f
Gla
sg
ow
Wh
y d
o w
e h
ea
r
wh
at
isn
’t t
he
re?
A s
up
ers
titio
us
ap
pro
ach
to
au
dito
ry in
tern
al
rep
rese
nta
tio
ns
Ka
thry
n
Ja
mis
on
; U
niv
ers
ity
of
Du
nd
ee
Do
ch
ild
ren
with
au
tistic
sp
ectr
um
dis
ord
er
dis
tin
gu
ish
be
twe
en
mo
ral
an
d s
ocia
l
co
nve
ntio
na
l
tra
nsg
ressio
ns,
an
d d
oe
s a
bri
ef
inte
rve
ntio
n
str
ate
gy a
id t
his
Fra
nc
es
ca
Kin
g;
Un
ive
rsit
y o
f
Du
nd
ee
Wh
en
mu
sic
sp
ea
ks
vo
lum
es:
wh
at
mu
sic
ta
ste
sa
ys a
bo
ut
us
an
d o
ur
gro
up
Au
dre
y W
alk
er;
Un
ive
rsit
y o
f D
un
de
e
Se
lf-C
on
tro
l
acro
ss t
he
Me
nstr
ua
l C
ycle
Fio
na
Do
ug
las
; U
niv
ers
ity
of
Du
nd
ee
Th
e
De
ve
lop
me
nt
of
Inte
rna
l
An
ato
my
Kn
ow
led
ge
in
Ad
ole
sce
nts
All
an
Da
rgie
;
Un
ive
rsit
y o
f A
be
rta
y
Do
es v
erb
al
so
ph
istica
tio
n
aff
ect
me
n’s
att
ractive
ne
ss?
Ge
mm
a C
arg
ill;
Un
ive
rsit
y o
f A
be
rta
y
Le
ad
ers
hip
sty
les:
the
eff
ect
on
te
am
pe
rfo
rma
nce
an
d a
thle
te
sa
tisfa
ctio
n
Kim
Ma
cle
od
;
Un
ive
rsit
y o
f S
tra
thc
lyd
e
Eye
witn
ess
Me
mo
ry
kn
ow
led
ge
an
d
Su
sce
ptib
ility t
o
Ne
ga
tive
Fe
ed
ba
ck in
Fo
ren
sic
Inte
rvie
ws
10
.50
A
lex
an
dra
T
od
ora
n;
Ed
inb
urg
h
Na
pie
r U
niv
ers
ity
Th
e E
xtr
an
eo
us
Co
re o
f th
e
Me
lan
ch
olic
Su
bje
ct
An
na
A
gn
ies
zk
a
Bu
lik
;
Ed
inb
urg
h
Na
pie
r
Un
ive
rsit
y
Inve
stig
atin
g
eff
ects
of
em
otio
na
lly
aro
usin
g
pic
ture
s o
n
ep
iso
dic
me
mo
ry
Bry
on
y A
nn
e
Mo
rga
n;
Un
ive
rsit
y o
f
Gla
sg
ow
T
ime
he
als
all
wo
un
ds?
An
inve
stig
atio
n
into
ch
ild
ren
’s
ab
ility t
o p
red
ict
he
alin
g t
ime
s o
f
co
mm
on
in
juri
es
ba
se
d o
n
ch
ild
ren
’s a
ge
an
d h
ow
th
ey
sp
en
d t
he
ir f
ree
tim
e
Je
nn
ife
r L
ai;
U
niv
ers
ity
of
Gla
sg
ow
Th
e S
pe
ed
of
Re
co
ve
ry f
rom
Olfa
cto
ry
Ad
ap
tatio
n in
Re
latio
n t
o
Au
tism
Qu
otie
nt
Sco
res
Jo
ha
nn
a
Ke
mp
e;
Un
ive
rsit
y o
f
Gla
sg
ow
T
he
eff
ect
of
en
vir
on
me
nta
l
str
esso
rs o
n
co
gn
itiv
e
pe
rfo
rma
nce
in
a s
imu
late
d
he
lico
pte
r
en
vir
on
me
nt
Ca
roli
ne
F
inla
y;
Un
ive
rsit
y o
f
Du
nd
ee
G
rou
p
Ide
ntifica
tio
n
an
d H
ea
lth
in
Sp
ort
s T
ea
ms
Eil
idh
No
ye
s;
Un
ive
rsit
y o
f
Gla
sg
ow
Wh
en
ta
tto
os
red
uce
th
e
ea
rnin
g p
ow
er
of
job
ca
nd
ida
tes
Nic
ole
Ca
irn
s;
Un
ive
rsit
y o
f
Str
ath
cly
de
Th
e E
ffe
cts
of
Inte
rro
ga
tive
Su
gg
estib
ility
an
d P
ers
on
ality
in F
ore
nsic
Inte
rvie
ws
6
�
11
.10
A
lic
e C
he
rry
;
Un
ive
rsit
y o
f A
be
rta
y
Th
e E
ffe
ct
of
CC
TV
Mo
nito
r
Dis
pla
y o
n
Pe
rce
ive
d
Difficu
lty a
nd
Re
ca
ll T
ask
Pe
rfo
rma
nce
Ro
sie
Mc
Lo
ug
hli
n;
Un
ive
rsit
y o
f
Gla
sg
ow
Bia
se
d
pe
rce
ptio
n o
f
thre
ate
nin
g
silh
ou
ett
es
Cla
ire
Wil
so
n;
Un
ive
rsit
y o
f S
tra
thc
lyd
e
Th
ey M
ad
e Y
ou
Pe
rfe
ct:
Th
e
Me
dia
tin
g R
ole
of
Pe
rfe
ctio
nis
m
in t
he
Re
latio
n
Be
twe
en
Re
ca
lle
d P
ee
r-
Vic
tim
isa
tio
n
an
d C
urr
en
t
De
pre
ssiv
e
Sym
pto
ms
Mic
he
lle
Pa
tric
k;
Un
ive
rsit
y o
f
Str
ath
cly
de
Th
at's H
orr
ible
!
Te
rrib
le
Situ
atio
ns a
nd
Ou
r E
mo
tio
ns
Ch
loe
Fa
wn
s-
Rit
ch
ie;
Un
ive
rsit
y o
f
Ed
inb
urg
h
Is t
he
re a
sp
ecific
ve
rb
de
ficit in
pa
tie
nts
with
Mo
tor
Ne
uro
ne
Dis
ea
se
?
Ka
tarz
yn
a
Ko
pa
ns
ka
; U
niv
ers
ity
of
Gla
sg
ow
Exa
min
ing
th
e
imp
act
of
a
se
xu
ally
am
big
uo
us
se
ttin
g o
n
att
itu
de
s
tow
ard
s r
ap
e
vic
tim
s:
an
aly
sis
of
ge
nd
er,
typ
e
of
rap
e a
nd
le
ve
l
of
kn
ow
led
ge
/
exp
eri
en
ce
ab
ou
t fe
tish
Ho
pe
Ch
ris
tie
;
Qu
ee
n
Ma
rga
ret
Un
ive
rsit
y,
Ed
inb
urg
h
Inve
stig
atin
g
Intr
usio
ns o
f
Tra
um
a in
th
e
La
bo
rato
ry –
are
fictio
na
l m
ovie
clip
s a
s g
oo
d a
s
rea
l-w
orl
d
tra
um
a c
lip
s?
Le
wis
Nic
ho
las
Bry
an
;
Un
ive
rsit
y o
f
Du
nd
ee
Are
ju
dg
em
en
ts
of
ba
d
be
ha
vio
ur
influ
en
ce
d b
y
mu
sic
? T
he
imp
acts
of
exte
rna
l stim
uli
on
mo
ral
jud
ge
me
nt
11
.30
A
nn
a
Ta
av
its
ain
en
;
Un
ive
rsit
y o
f
Str
ath
cly
de
F
ee
lin
g s
orr
y:
wh
y d
o w
e d
o
it?
Ad
am
M
ac
Do
na
ld;
Un
ive
rsit
y o
f
Ab
ert
ay
T
he
re
latio
nsh
ip
be
twe
en
ge
nd
er,
dig
it
ratio
,
syste
mis
ing
,
em
pa
this
ing
,
sta
te a
nd
tra
it
an
xie
ty
Ale
xa
nd
ra
Ma
cle
od
;
Un
ive
rsit
y o
f
Du
nd
ee
F
am
ily
Ide
ntifica
tio
n
an
d H
ea
lth
Be
ha
vio
ur
in t
he
eld
erl
y
Ka
ra P
ric
e;
Gla
sg
ow
Ca
led
on
ian
Un
ive
rsit
y
Th
e I
nflu
en
ce
of
Fa
milia
rity
,
Pe
rce
ive
d
Se
ve
rity
of
the
Dis
ab
ility,
an
d
Ed
uca
tio
n o
n
Ad
ult’s
Pe
rce
ptio
ns o
f
Pe
op
le w
ith
Le
arn
ing
Dis
ab
ilitie
s
Mh
air
i N
isb
et;
U
niv
ers
ity
of
Gla
sg
ow
Are
yo
u
ad
dic
ted
to
Fa
ce
bo
ok?
A
stu
dy
exa
min
ing
Fa
ce
bo
ok
ad
dic
tio
n a
nd
the
eff
ects
of
ge
nd
er,
se
lf-
este
em
an
d
the
in
form
atio
n
yo
u c
ho
ose
to
dis
clo
se
Vic
tori
a
Sti
llw
ell
;
Un
ive
rsit
y o
f
Du
nd
ee
B
od
y I
ma
ge
:
Wh
at
do
ch
ild
ren
re
ally
kn
ow
ab
ou
t th
eir
inte
rna
l
an
ato
my?
Ka
rl S
mit
h
By
rne
;
Un
ive
rsit
y o
f
Du
nd
ee
V
isu
al A
tte
ntio
n:
Ca
use
or
Eff
ect?
Mo
nis
ha
M
ah
mo
od
;
Un
ive
rsit
y o
f
Gla
sg
ow
W
ha
t e
ffe
ct
do
es lim
itin
g t
he
nu
mb
er
of
vo
xe
ls e
nte
rin
g
a p
att
ern
cla
ssifie
r h
ave
on
its
ab
ility t
o
de
co
de
th
e ‘g
ist’
of
a s
ce
ne
in
a
no
n-s
tim
ula
ted
reg
ion
of
V1
?
7
�
12
.00
L
un
ch
(S
tud
en
t C
en
tre
)
13
.00
K
ey
no
te:
Dr
Su
za
nn
e Z
ee
dy
k (
15
16
/25
16
)
S
es
sio
n 9
(15
16
/25
16
)
Se
ss
ion
10
(15
17
/25
17
)
Se
ss
ion
11
(25
21
)
Se
ss
ion
12
(25
22
)
Se
ss
ion
13
(25
32
)
Se
ss
ion
14
(35
22
)
Se
ss
ion
15
(35
08
)
Se
ss
ion
16
(35
10
)
13
.50
J
em
ma
B
ev
eri
dg
e;
Ed
inb
urg
h
Na
pie
r U
niv
ers
ity
Th
e a
ffe
ct
of
ha
vin
g a
n
off
en
de
r in
th
e
fam
ily h
as o
n
the
we
llb
ein
g o
f
the
fa
mily u
nit
an
d in
div
idu
al
me
mb
ers
Cla
ire
J
en
nin
gs
;
Un
ive
rsit
y o
f
Gla
sg
ow
D
iffe
ren
ce
s in
Vo
lun
tee
r
Mo
tiva
tio
ns
be
twe
en
Ove
rse
as a
nd
Ho
me
Vo
lun
tee
rs
Na
tas
sja
J
en
so
n-B
oo
n;
Gla
sg
ow
Ca
led
on
ian
U
niv
ers
ity
Imp
acts
on
th
e
pe
rce
ive
d
eff
ective
ne
ss o
f
cyb
erb
ullyin
g
pre
ve
ntio
n
str
ate
gie
s u
se
d
by p
are
nts
:
Do
es
kn
ow
led
ge
an
d
co
nce
rn t
ow
ard
s
cyb
erb
ullyin
g
influ
en
ce
Kir
sty
C
olq
uh
ou
n;
Ed
inb
urg
h
Na
pie
r U
niv
ers
ity
Dir
ty L
ove
: T
he
Re
latio
nsh
ip
be
twe
en
Da
rk
Tri
ad
Pe
rso
na
lity
an
d
Re
latio
nsh
ip
Ch
oic
es a
nd
Pre
fere
nce
s
Re
be
cc
a
Pra
tch
ett
;
Un
ive
rsit
y o
f
Gla
sg
ow
M
ap
pin
g t
he
Co
nce
ptu
al
La
nd
sca
pe
of
Em
otio
ns
acro
ss
Cu
ltu
res
Ra
mo
na
G
ab
rie
la O
laru
;
Un
ive
rsit
y o
f
Ab
ert
ay
G
en
de
r
diffe
ren
ce
s in
resp
on
se
to
str
ess le
ve
l a
t
wo
rk
An
de
rs
Je
sp
ers
en
;
Un
ive
rsit
y o
f
Gla
sg
ow
In
cre
ase
d M
oto
r
Re
so
na
nce
fo
r
Dir
ect
Sp
ee
ch
Kir
sty
Gre
go
ry;
Un
ive
rsit
y o
f
Gla
sg
ow
Str
ess I
nd
uce
d
Inso
mn
ia:
A
Mo
use
Mo
de
l
14
.10
J
ud
ith
Ok
ely
;
Un
ive
rsit
y o
f
Gla
sg
ow
In
terh
em
isp
he
ri
c t
ran
sfe
r o
f
pre
dic
tive
co
din
g a
bo
ut
na
tura
l sce
ne
s
in t
he
pri
ma
ry
Fa
bia
Cie
nta
nn
i;
Un
ive
rsit
y o
f D
un
de
e
Eff
ects
of
Hig
h-
Do
se
B-
Co
mp
lex
Vita
min
&
Min
era
ls a
nd
Su
za
nn
a S
ia
Xin
Yu
n;
Un
ive
rsit
y o
f E
din
bu
rgh
Wo
rd C
lou
ds -
Na
vig
atin
g t
he
me
etin
g s
ea
rch
sp
ace
Cra
ig D
un
n;
Gla
sg
ow
Ca
led
on
ian
U
niv
ers
ity
Th
e a
ttitu
de
s o
f
yo
un
g p
eo
ple
tow
ard
s
co
un
se
llin
g:
Do
es r
ais
ing
Dia
ne
Em
o;
Gla
sg
ow
Ca
led
on
ian
U
niv
ers
ity
Th
e R
ole
of
Ag
e a
nd
Pe
rso
na
lity
in
Pre
ferr
ed
Le
arn
ing
Sty
le
Kir
sty
Sp
ee
rs;
Un
ive
rsit
y o
f
Du
nd
ee
E
ffe
cts
of
Ph
ysic
al
Exe
rcis
e o
n o
ur
Se
lf-C
on
tro
l
Fra
se
r H
op
so
n;
Un
ive
rsit
y o
f
Ab
ert
ay
E
ffe
cts
of
Ha
nd
ed
ne
ss
an
d
Co
mp
etitive
ne
ss
on
An
xie
ty
Le
ve
ls a
nd
Ta
sk
La
ura
Ca
ma
ch
o;
Un
ive
rsit
y o
f G
las
go
w
Sn
oo
ze
yo
urs
elf
slim
: w
ha
t is
th
e
co
nn
ectio
n
be
twe
en
sle
ep
qu
ality
an
d f
oo
d
8
�
vis
ua
l co
rte
x:
an
fMR
I stu
dy
Blo
od
Glu
co
se
on
Att
en
tio
n
aw
are
ne
ss o
f
co
un
se
llin
g
se
rvic
e C
hild
lin
e
ch
an
ge
th
e
att
itu
de
s o
f h
igh
sch
oo
l p
up
ils?
Pe
rfo
rma
nce
ch
oic
e?
14
.30
C
as
sa
nd
ra
Ad
da
i &
Ro
sy
Ma
rso
n;
Un
ive
rsit
y o
f E
din
bu
rgh
Co
mm
un
ity in
pra
ctice
:
me
mb
ers
hip
in
an
on
lin
e
tra
nsg
en
de
r
foru
m
He
len
Hig
gin
s;
Gla
sg
ow
Ca
led
on
ian
Un
ive
rsit
y
A C
om
pa
riso
n
of
Se
lf-R
ep
ort
Me
asu
res o
f
Asse
ssin
g t
he
Psych
op
ath
ic
Pe
rso
na
lity
Ale
xa
nd
ra
Ble
ile
;
Un
ive
rsit
y o
f
Gla
sg
ow
D
oe
s R
elig
iosity
of
3D
fa
ce
s
influ
en
ce
ra
tin
gs
of
tru
stw
ort
hin
ess?
Do
ug
las
A
lex
an
de
r
Fo
rsy
th;
Un
ive
rsit
y o
f A
be
rta
y
Is t
he
re a
lin
k
be
twe
en
aff
ective
em
pa
thy a
nd
em
otio
na
l
rea
ctivity?
Mic
he
lle
Ric
e;
Un
ive
rsit
y o
f
Ab
ert
ay
Th
e e
ffe
ct
of
ba
by s
ce
nt
on
ad
ult s
tate
ag
gre
ssio
n
Da
wid
Go
nd
ek
; E
din
bu
rgh
Na
pie
r
Un
ive
rsit
y
Re
silie
nce
as a
rem
ed
y f
or
cri
sis
: a
n in
itia
l
att
em
pt
to
em
pir
ica
lly s
tud
y
org
an
iza
tio
na
l
resilie
nce
Ba
rba
ra
Pio
tro
ws
ka
;
Ed
inb
urg
h
Na
pie
r U
niv
ers
ity
Ba
nn
er
blin
dn
ess:
inve
stig
atin
g
att
en
tio
n a
nd
me
mo
ry f
or
we
bsite
ba
nn
ers
usin
g a
n e
ye
-
tra
cke
r
Jh
en
kru
thi
V
Sh
an
ka
ra;
Un
ive
rsit
y o
f
Gla
sg
ow
S
tre
ss I
nd
uce
d
Sle
ep
Dis
rup
tio
ns a
nd
its E
ffe
cts
On
Cir
ca
dia
n
Pa
ram
ete
rs in
Mic
e
14
.50
K
ath
ryn
Ste
ve
ns
;
Un
ive
rsit
y o
f D
un
de
e
Be
ha
vio
ura
l
an
aly
sis
of
pe
op
le’s
rea
ctio
n t
o t
he
mo
difie
d
Str
an
ge
Situ
atio
n
Sin
dre
He
nri
ks
en
;
Un
ive
rsit
y o
f A
be
rde
en
On
th
e r
ole
of
ne
ura
l
oscilla
tio
ns in
the
up
da
tin
g o
f
vis
ua
l
aw
are
ne
ss
Ha
nn
ah
Pe
rry
;
Un
ive
rsit
y O
f
Sti
rlin
g
Do
es
esse
ntia
lism
,
co
mb
ine
d w
ith
pe
rso
na
lity
tra
its
aff
ect
ho
w r
acis
t
ind
ivid
ua
ls a
re?
Ja
ck
Wa
ldm
an
& M
att
he
w
Cra
ws
ha
w;
Un
ive
rsit
y o
f
Gla
sg
ow
Is C
ort
ica
l
Th
ickn
ess
Lin
ke
d t
o
Au
tistic T
raits?
Em
ma
Ha
re;
Un
ive
rsit
y o
f
Str
ath
cly
de
"D
o n
ot
loo
k a
t
the
bo
x":
An
Inve
stig
atio
n
into
th
e
Influ
en
ce
of
Iro
nic
Err
ors
up
on
An
tisa
cca
de
Pe
rfo
rma
nce
Ja
me
s
Mo
rela
nd
;
Un
ive
rsit
y o
f G
las
go
w
Influ
en
ce
of
un
ce
rta
inty
on
op
tim
ality
of
sp
ee
de
d
po
intin
g
Sa
rah
Ro
se
;
Un
ive
rsit
y o
f
Ed
inb
urg
h
Exp
lori
ng
Clie
nts
Exp
eri
en
ce
of
Th
era
py
Isa
Ra
o;
Un
ive
rsit
y o
f
Gla
sg
ow
P
oo
r sle
ep
qu
ality
an
d r
isk
situ
atio
ns -
an
un
ho
ly u
nio
n?
9
�
15
.10
M
ary
Gib
so
n;
Un
ive
rsit
y o
f A
be
rta
y
Pro
ble
m-s
olv
ing
in C
hild
ren
:
Do
es
Ha
nd
ed
ne
ss
influ
en
ce
ta
sk
ap
pro
ach
?
Re
be
ka
h
Mo
ore
; U
niv
ers
ity
of
Gla
sg
ow
Sh
are
d
str
uctu
ral
rep
rese
nta
tio
ns
in la
ng
ua
ge
an
d
ma
the
ma
tics:
a
pri
min
g
pa
rad
igm
Mil
da
Sk
arb
ali
ute
; U
niv
ers
ity
of
Du
nd
ee
An
ticip
ato
ry
ad
jace
nt
ton
e
eff
ects
in
sin
gin
g v
oic
e:
an
eye
tra
ckin
g
stu
dy o
n
me
lod
ic c
ho
rd
pe
rce
ptio
n
As
hti
Mu
rdo
ch
y;
Un
ive
rsit
y o
f
Gla
sg
ow
An
in
div
idu
al’s
su
sce
ptib
ility t
o
se
ma
ntic
illu
sio
ns in
reg
ard
s t
o
mo
tiva
tio
na
l
att
en
tio
n a
nd
wo
rkin
g m
em
ory
ca
pa
city
Ca
trio
na
Wh
ite
; U
niv
ers
ity
of
Du
nd
ee
Th
e e
ffe
cts
of
tele
vis
ion
vie
win
g o
n
inte
llig
en
ce
:
Ca
n w
atc
hin
g
stu
pid
tele
vis
ion
ma
ke
us m
ore
stu
pid
?
Ma
rk A
da
ms
;
Un
ive
rsit
y o
f A
be
rta
y
Wo
uld
I lie
to
yo
u?
Inve
stig
atin
g t
he
cu
mu
lative
eff
ect
of
co
gn
itiv
e lo
ad
ind
ucin
g
tech
niq
ue
s in
facilita
tin
g lie
de
tectio
n
Fra
nzis
ka
Mo
sle
r;
Un
ive
rsit
y o
f
Gla
sg
ow
Sp
on
tan
eo
us
po
sitiv
e
me
mo
rie
s a
nd
the
ir
ma
nip
ula
tio
n
with
co
mp
ute
r
ga
me
s
Ky
ra S
ylv
an
La
mo
nt;
U
niv
ers
ity
of
Du
nd
ee
Th
e E
ffe
ct
of
Th
eta
Wa
ve
s o
n
Cre
ativity a
nd
Em
otio
na
l
Inte
llig
en
ce
15
.30
R
uth
Sa
nd
iso
n;
Gla
sg
ow
Ca
led
on
ian
Un
ive
rsit
y
An
Exp
lora
tory
Stu
dy
Me
asu
rin
g
Un
ive
rsity
Stu
de
nts
’
Inte
ntio
ns t
o
Re
gis
ter
as a
Bo
ne
Ma
rro
w
an
d S
tem
Ce
ll
Do
no
r
So
ph
ie
Bri
dg
er;
U
niv
ers
ity
of
Gla
sg
ow
Ge
nd
er
diffe
ren
ce
s in
se
lf-h
arm
stig
ma
Pa
ul
Ait
ke
n;
Un
ive
rsit
y o
f S
tra
thc
lyd
e
Fa
cilita
tory
an
d
inh
ibito
ry e
ffe
cts
of
lett
er
pre
se
nta
tio
n
fre
qu
en
cy o
n
an
ag
ram
so
lutio
n
Na
tali
e
Wil
lia
ms
on
; U
niv
ers
ity o
f
Du
nd
ee
Do
es
Pa
rtic
ipa
tin
g in
Str
ee
t D
an
ce
Imp
rove
Co
gn
itiv
e
Ab
ilitie
s?
Sim
eo
n
Sim
eo
no
v;
Un
ive
rsit
y o
f
Gla
sg
ow
Em
ail
eg
oce
ntr
ism
:
exp
lori
ng
th
e
eff
ects
of
cu
ltu
re t
rou
gh
the
SID
E
mo
de
l
Au
ste
ja
Ta
ma
liu
na
ite
; U
niv
ers
ity
of
Gla
sg
ow
Eff
ects
of
lett
er
ca
se
an
d
'co
nce
ptu
al
lou
dn
ess' o
n t
he
sp
ee
d o
f
iso
late
d w
ord
reco
gn
itio
n
So
ph
ia
Wit
he
rin
gto
n;
Un
ive
rsit
y o
f
Gla
sg
ow
Do
n’t H
ate
Me
be
ca
use
I’m
Be
au
tifu
l: T
he
Do
wn
sid
e t
o
Be
ing
Ph
ysic
ally
Att
ractive
in
th
e
Wo
rkp
lace
16
.00
C
on
fere
nc
e c
los
es
fo
llo
w b
y n
etw
ork
ing
op
po
rtu
nit
ies
(S
tud
en
t C
en
tre
- o
pe
n f
or
pu
rch
ase
of
dri
nks)
Ple
ase
no
te t
ha
t w
hile
it
is p
ossib
le t
o m
ove
fro
m o
ne
ro
om
to
an
oth
er
du
rin
g t
he
ch
an
ge
ove
r p
eri
od
, it w
ill ta
ke
a f
ew
min
ute
s t
o c
ha
ng
e f
loo
rs
an
d t
he
pro
ce
ss c
an
be
qu
ite
dis
rup
tive
so
we
wo
uld
pre
fer
tha
t ro
om
ch
an
gin
g b
e k
ep
t to
a m
inim
um
. If
yo
u w
an
t to
mo
ve
at
the
en
d o
f a
ta
lk,
ple
ase
try
to
en
su
re t
ha
t yo
u a
re s
ea
ted
to
wa
rds t
he
en
d o
f th
e r
ow
. If
a t
alk
ha
s a
lre
ad
y s
tart
ed
, p
lea
se
do
no
t e
nte
r th
e r
oo
m.
Ste
wa
rds w
ill b
e
ava
ila
ble
to
he
lp y
ou
.�
10
�
Notes
11
�
Notes
12
�
Notes
13
�
Notes
14
�
Notes
15
�
Notes
16
�
Room and General Information
Please note that the level of the building where you enter is Level 1 and that room numbers
begin with a prefix that indicates the floor (e.g. room 3522 is on the third floor, up two
flights from reception).
Registration: Room 1502 (At front door, beside main reception) Open at 8.30; will have
someone on the desk throughout the day, for late registration and information. Tea and
coffee will be available all day here.
There will also be stalls in this area, from Divisions and also BPS Scottish Branch.
Water/Juice: will be available at 2520 (Reception Area), throughout the day, as will
information and help.
Due to space constraints, can participants move from the registration area into the foyer,
level 2 landing and reception area (2520) once they have registered and looked at the
stalls.
Room 2520 (Reception Area) is located at the top of the stairs, straight through the swing
doors beside the lift, and is the reception area of the Centre for Excellence in Computer
Games Education. Rooms 2521, 2522 and 2532 are all located in this vicinity.
Rooms 3522, 3510 and 3508 are in the area above this, accessed by two staircases and
a lift.
Rooms 1516/2516 and 1517/2517 are the main lecture theatres which are situated
through the swing doors at the right-hand side of the stairs located in the main reception
area.
The Student Centre is located immediately opposite the main building, and soup and a
roll will be served on the second floor bar area at 12 noon. The coffee shop in the ground
floor will be open all day for purchase of coffee and snacks, and the main bar will be open
after the conference for purchases, should participants wish to unwind, network and
generally relax.
Student helpers will be around to help with directions and information.
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Tel:
+44
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1382
308
000
Fax:
+44
(0)1
382
3088
77
Pu
blic
Tra
nsp
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By
Rai
l, D
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tatio
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0845
748
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dee
Air
port
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lab
le u
pon
req
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fro
m
outs
ide
the
airp
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and
tak
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pro
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atel
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min
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to
arriv
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ou
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