Category Archives: education

EEG Journal Club:11th May

This is a reminder for our forthcoming EEG journal club. It will occur in Room P310, Poole House as usual at 1pm, 11th May. EEG journal club is hosted by EEG lab, Dept of Psychology, Bournemouth University.

This club mainly inspires research ideas and promotes cross-disciplinary conversation. Certainly it is very good for  anyone who is interested in EEG studies at his or her early stage.

This week Dr Rachel Mosely will kindly offer a paper. She will lead this reading. Additionally, for her recommendation of this paper, she expresses “it is by some collaborators of mine and I am planning on extending the paradigm further, so I thought it’d be really helpful to get the EEG-JC’s take on it.”

So you are extremely to bring your question, comment and suggestion for this reading. I also copy this email to some faculty staff who have expressed EEG research interests before.

Look forward to seeing you soon.



Reading Lips, Knowing Chinese?

Joint with Dr Guoxing Yu (University of Bristol), Dr Zeng has been recently funded by British Academy/Leverhulme Small Research Grant. The grant will support a one-year project of Audiovisual Lexical Tone Perception: Evidence from Eye-tracking Studies.

As the principle investigator, Dr Zeng mainly works in speech perception, in particular lexical tones. Lexical tones widely exist in many Asian and African languages. Indeed the tonal languages take about 70% of languages in the world. Mandarin is a typical tonal language with four lexical tones. Different from the segments of consonants and vowels, lexical tones are defined as suprasegmental or prosodic information in speech. There are the other members in the big supreasegemtnal family including pitch-accent in Japanese and Korean, stress in English and vowel harmony in Turkic languages.

In visual speech, previous findings have revealed apparent visual cues related to consonants and vowels. For example, to pronounce a bilabial consonant [b], it is articulated by both lips and a lip-smack would be clearly and easily seen. The coming project will investigate whether native Chinese speakers employ any dynamic facial information, especially lips movement, to perceive and recognise Mandarin lexical tones. Such study will be tested in native English speakers as well. Eye-tracking technology is used in the studies and help us to identify a listener’s pattern or strategies to detect and process any visual cues.

Dr Guoxing Yu, a Reader from University of Bristol, is an expert in language testing and assessment. He is interested in comparing native and non-native speakers to process a language, whatever English or Mandarin. In addition, he has a long-term interest in language acquisition in the second generation of overseas Chinese. He suggested “include any heritage users of Chinese in our sample of 30 Chinese speakers”.

Dr Yu recommended this following clip from YouTube



If you want to know further details about this project or work as a RA, please contact Dr Zeng by or leave message here.

PhD Studentship: Interpersonal processes: social facets of human cognition

Qualification type: PhD
Location: Bournemouth
Funding for: UK Students, EU Students, International Students
Funding amount: £14,000 maintenance grant per annum
Hours: Full Time
Placed on: 24th June 2015
Closes: 20th September 2015

Lead Supervisor nameDr Xun He

We engage with others in various actions almost every day because human beings are evolution-sculpted social animals and constantly influenced by social interaction potentials (Tomasello, 2014, Harvard University Press). Early studies on interpersonal influence have shown that an individual’s behaviour changes when another person is present: simple actions are facilitated and complex actions are impaired (Zajonc, 1965, Science). Recent years have seen more research about social interactions, in which two persons will be tested at the same time, and aspects of the two persons’ tasks are closely integrated. This usually involves people performing the same task, which will lead to enhanced cognition and motivation (Shteynberg, 2015, Pers. Psychol. Sci.), or distributing parts of a complex task among two participants, leading to all parts of the task being processed by each acting person (Sebanz & Knoblich, 2009, Topics Cogn. Sci.).

The past research has investigated how human performance is affected if all or some related task parts are shared. However, addressing most, if not all, social interaction potentials may be ecologically advantageous, even when the task is not shared. Recent findings seem to support this notion as information held in a co-actor’s memory can influence one’s own performance even when the co-actor’s task is irrelevant to oneself (He et al., 2011, Exp. Brain. Res.; He et al., 2014, J. Exp. Soc. Psychol.). This raises an important question: does environmental information have different effects on us when it is differently used by others, even when this information is trivial to our own goal? We aim at answering this intriguing question by studying interpersonal processes, which refer to influences from a co-acting person via an environmental factor that could be irrelevant to the acting person.

What does the funded studentship include?

Funded candidates will receive a maintenance grant of £14,000 per annum (unless otherwise specified), to cover their living expenses and have their fees waived for 36 months. In addition, research costs, including field work and conference attendance, will be met.

Funded Studentships are open to both UK/EU and International students unless otherwise specified.

Closing date: The first call for applications will close on 20th September 2015

For further information on how to apply email