London, England, United Kingdom
MRes Candidate at Anna Freud Centre (UCL) & Yale University | UCL First-Class Psychology Graduate | Passionate about Music Cognition, Developmental Neuroscience & Inclusive Research Curious, collaborative, and cross-disciplinary - My academic interests sit at the intersection of developmental science, music cognition, mental health, and cultural neuroscience. I’ve gained hands-on research experience through EEG, eye-tracking, and behavioural studies in labs across UCL, including work on live performance, interoception, and mentalising. I’m skilled in R, Python, Gorilla, and NVivo, and enjoy blending technical precision with big-picture thinking. I was awarded both the departmental BSc scholarship and a fully funded internship at the Institute of Cognitive Neuroscience for my research potential. Beyond the lab, I’m an active mentor, educator, and performer - dedicated to making science accessible and meaningful in both academic and community settings. Whether I’m facilitating a music-and-art session for children with SEN, mentoring peers in statistics, or designing cognition tasks, I strive to build inclusive, engaging environments that spark growth!
- Contributing to the MuTeC musicality assessment project for children, with a focus on musical ability, including pitch and rhythm perception and production, background literature, and the analysis of existing drumming and singing data. - Supporting a lifespan review of musical development through literature screening, evidence synthesis, and the conceptual organisation of musical skills and developmental trajectories in early childhood. - Assisting with academic book projects on music-based rehabilitation in neurodevelopmental disorders and aesthetic development through targeted literature searches, reference checking, copy-editing, and chapter development.
-Provide pastoral support and welfare guidance to 700+ residents across Intercollegiate Halls, serving as first point of contact for academic, personal, and wellbeing concerns. -Promoted a positive, inclusive, and respectful community environment by organising social and community-building events weekly. -Supported the Warden and hall staff in ensuring resident wellbeing, discipline, and conflict resolution in line with University policies. -Took part in an on-call duty rota, responding promptly to incidents, maintaining duty reports, and liaising with staff for follow-up actions. -Encouraged student engagement by welcoming new residents, hosting receptions, and conducting welfare drop-in sessions. -Assisted with safety procedures including fire drills and served as a trained Fire Marshal when required.
-Managed and supervised a team of 8 statistics peer mentors. -Provided timely guidance to 300+ Year 1 and Year 2 students, addressing complex theoretical and R programming problems through weekly in-person sessions and online forum support.
-Collaborated with the Faculty of Brain Sciences, its PALS divisions, and UCL to serve as a Student Ambassador. -Engaged prospective students by participating in open days, leading campus tours, and hosting both one-to-one virtual meetings and in-person meet-and-greets. -Contributed to the Faculty's broader marketing and communications campaigns.
-Facilitated the smooth execution of UCL graduation ceremonies. -Managed high-volume photography queues and efficiently directed graduates and guests to available photo booths. -Provided timely information on photo packages and procedures, ensuring a positive and memorable guest experience.
Collaborated with the Movement and Performance Lab on the Neurolive 4th Performance & Neuroscience Study: "Readings of What Was Never Written" and a follow up screening study of Neurolive 1st Performance: Detective Work Screening (PI: Prof. Guido Orgs) -Prepared EEG workstations in the research studio by ensuring that all equipment - EEG caps, eye sensors, breath belts, gelling syringes, pre-study questionnaires, and accelerometers - was ready, functional, and compliant with study protocols. -Set up EEG equipment for 10 participants, including applying and gelling EEG caps, calibrating eye-tracking glasses, and assembling backpacks to optimise comfort and data quality. -Coordinated the flow of EEG participants from the setup area to the performance space, making final equipment adjustments on stage to ensure smooth transitions and maintain alignment with the performance timeline. -Conducted post-performance procedures, including removing EEG caps and sensors, distributing post-performance questionnaires, and thoroughly cleaning 50+ EEG caps to check for gel residue and prepare equipment for future sessions. -Pre-processed EEG data by applying Independent Component Analysis to identify and remove artifacts.
Selected as one of three interns for the eight-week funded research internship (ICN Summer Internship Scheme 2024). I worked under Prof. Guido Orgs, researching performer gaze behavior during live dance performances as part of the Neurolive project (https://neurolive.info/Workshop-3). Our research explored how performers engage with the audience across various performance states. Key Responsibilities: -Eye-Tracking Analysis: Screened and scored eye movement data from 12 live 40-minute performances using Pupil Labs Invisible sensors, focusing on performers’ gaze direction. -Data Processing: Conducted statistical analyses to assess audience-directed gaze duration and directional shifts. -Presentation Contribution: Provided data and analysis for the ICN Tea talk, “I see you! Performer gaze conveys levels of acting during live performances” and delivered an lab presentation to discuss key findings and methodologies with current PhD candidates and research fellows.
Parental Interoception Mind project (PI: Prof. Katerina Fotopoulou), focusing on parents' ability to recognize and respond to their child’s interoceptive signals and how this relates to their physiological states and psychosocial factors. My contributions include: -Independently conducted testing for 15+ participants using surveys and wearable devices to collect behavioural and physiological data, examining parental awareness of their own and children’s internal signals (heartrate). -Recruited participants by designing outreach materials (e.g., School Science Day proposal) and coordinating with 30+ local schools, clinics, youth clubs and labs through email communications and flyer distributions. -Led Two Science Days at a local primary school for 24 children, introducing the concept of interoception through interactive activities. -Trained 5 new research assistants in participant testing protocols through practice sessions and hands-on guidance. -Facilitated 5+ child recording sessions, leading interoceptive and arousal tasks, monitoring physiological signals, and delivering psychoeducational debriefs tailored to young participants. -Managed and archived data for 40+ child participants, organising a database with 1,600+ video stimuli. -Processed ECG recordings, synchronising signals with videos to develop 8+ stimulus sets for parental tasks. -Analysed and visualised data from 40+ parental questionnaires using R, performing data cleaning, descriptive analysis, and interpreting responses from 10+ questionnaires assessing psychological constructs.