Professor Yulia Kovas
Director of InLab
Yulia is a Professor of Genetics and Psychology at Goldsmiths, University of London; and a visiting Professor at University of Sussex (UK), New York University in London, Tomsk State University (Russia) and Higher School of Economics (Russia). In addition to directing InLab, she co-directs the International Centre for Research in Human Development (ICRHD) at Tomsk State University and the Russian-British Laboratory for Behavioural Genetics at the Psychological Institute of the Russian Academy of Education , Moscow. She leads the genetically informative research into mathematical development in the Twins Early Development Study (TEDS) at King’s College, London; directs the Russian School Twin Registry (RSTR); and leads the Applied cognitive psychology and neuroscience research direction at Sirius Science and Technology University. The goal of her research programme is to provide insights into the development of individual differences in cognitive abilities, emotional and motivational processes and academic achievement. Understanding the origins of variation in these traits will ultimately lead to more personalised educational approaches and to better education for all learners. In 2015, InLab and the ICRHD became the founding members of TAGC – The Accessible Genetics Consortium.
Dr Robert Chapman
Senior Researcher and Lab Manager
Robert is InLab’s general manager. He completed his PhD at Goldsmiths in 2020, with a thesis entitled “Genetics: International Public Knowledge, Perceptions and Engagement”. Robert continues to conduct research in the areas of behavioural genetics and public engagement with science. He is a founding member of The Accessible Genetics Consortium (www.tagc.world) and manages TAGCs public engagement work. Robert developed and maintains the International Genetic Literacy and Attitudes Survey (iGLAS) and is working on a Legal and Ethical extension of this study. Details about using iGLAS or its associated measures can be found here. Robert is currently working with other members of InLab to develop an online course: Useful Psychology for Teachers.
Senior Researcher and International Liaison
Mahnoosh is a PhD student currently being supervised by Professor Yulia Kovas. In her research, Mahnoosh is looking at the complex relationships between mindfulness, working memory, maths performance and maths anxiety. Mahnoosh is also a qualified and practicing clinical psychologist.
MSc student, King's College London
Aaron has recently completed 3 years at Goldsmiths University of London, studying a BSc Psychology. During his degree he completed a two-month Erasmus internship in Tomsk, Russia and has also became an active member of InLab. Following his time at Goldsmiths, Aaron has moved onto an Msc in Affective Disorders at King’s College London. His research interests vary; however, he is currently focusing on research regarding patients with depression who are treatment resistant. In the future Aaron aspires to be a clinical psychologist, specialising in both affective and anxiety disorders.
Cassia recently completed her BSc Psychology BSc at Goldsmiths, University of London, during which time she also completed a two-month Erasmus+ exchange at Tomsk State University (Russia). For her dissertation Cassia investigated the developmental association between Imagination and Theory of Mind. She is now working to adapt her dissertation for publication. Cassia has recently started a teacher training course with a view to a career as an Educational Psychologist. Cassia’s research interests are in education, imagination/creativity, play and behavioral genetics. InLab has provided Cassia with research experience and some training in R.
BSc Psychology student
Suki is a student member of InLab, and has been since the first year of her BSc Psychology degree at Goldsmiths, University of London. In addition to her current studies, Suki has also studied Animal Behaviour with Edinburgh and Oxford universities. Her research interests include the near-death experience, the female autism phenotype, and animal behaviour and welfare, particularly human engagement with non-human animal welfare. Suki is building expertise with the programming language Python thanks to an InLab sponsored training course.
BSc Psychology student
Yee is a third-year undergraduate psychology student and is currently a research assistant at InLab. His research interests include neuroplasticity, working memory, and understanding how the brain learns to read. In particular, he is interested in understanding how these three fields of research can be applied to educational settings. Yee is currently working with other members of InLab to develop an online course: Useful Psychology for Teachers, which aims to provide teachers with an understanding on how psychological research can be applied to education.
Vanessa has been an active member of inLab since 2018. She completed a BSc in Psychology in 2019 and an MRes in Research Methods in Psychology in 2020, at Goldsmiths, University of London. She is interested in research on behavioural genetics, science communication, and the public’s genetic knowledge and opinions towards genetics. Vanessa has recently collaborated with other members of inLab on a paper entitled “Judging in the genomic era: judges’ genetic knowledge, confidence and need for training”. She aspires to pursue an academic career, further expanding her areas of research interests, and continuing research on genetic knowledge and opinions.
MSc Psychology student
Victoria has been a member of InLab since 2017. She completed her BSc in Psychology at Goldsmiths, University of London in 2019, with a thesis entitled: “Computer Says ‘What?!’: Mitigating and aggravating factors in sentencing in the AI era”. An adapted version of this paper is currently being considered for publication in a peer reviewed journal. Victoria followed her undergraduate degree with an MSc in Clinical Neuroscience at UCL, where she was also a part of the Neurotherapeutics lab. Her MSc thesis was entitled: “Validating a Novel Spoken Picture Description Task on Healthy Older Adults and Investigating Before and After Therapy Performance in 2 Persons with Aphasia”. Her interests include genetics and public knowledge about genetics as well as neurological rehabilitation.
Professor Robert Plomin
Robert Plomin is a Professor of Behavioural Genetics at the MRC Social, Genetic and Developmental Psychiatry (SGDP) Centre at the Institute of Psychiatry, King’s College London. In 1994, he came to the Institute of Psychiatry as MRC Research Professor to establish with Professor Michael Rutter the SGDP Centre. The theme of the Centre and of his research is bringing together genetic and environmental research strategies to study behavioural development. In 1994, Plomin launched the Twins Early Development Study (TEDs) of all twins born in England and Wales in 1994-96, which focuses on developmental problems in cognition and behaviour. During the past decade his research has increasingly turned towards harnessing the power of molecular genetics, especially genome-wide association strategies, to identify genes for psychological traits in order to help understand the developmental interplay between genes and environment. Plomin has published more than 500 papers and is senior author of the major textbook in the field (’Behavioral Genetics,’ Worth Publishers, 5th edition, 2008) as well as author of a dozen other books.
Dr Stephen Petrill
Steve Petrill a Professor at the Department of Human Development and Family Science at the Ohio State University. One of the most important unanswered questions in the reading literature is the changing relationship between oral language, reading fluency, mathematics, mathematics fluency, and reading comprehension during development. A major thrust of Prof Petrill’s research agenda has been the development of a new prospective, longitudinal twin study examining children as they acquire reading and math skills. This study, called the Western Reserve Reading Project (WRRP) involves 450 pairs of MZ and same-sex DZ twins who were recruited in Kindergarten or first grade and assessed via 8 home visits. The study has also examined how these same genetic and environmental influences are associated with other domains such as oral language, motivation, task persistence, and socioemotional adjustment. Recently, the project has received a new grant to examine math cognition, and its relationship with psychometric math performance and earlier reading skills. Professor Petrill has also been moving towards more applied work. In particular, although studies have shown significant mean improvement in response to reading, language, and math interventions, there is also substantial variability in response to instruction. Genetically-sensitive designs may offer a means to not only better understand this variability, but also yield more precisely targeted environmental interventions.
Professor Sergey Malykh
Professor of Psychology, Head of the Developmental Laboratory of Behavioural Genetics at the Psychological Institute of the Russian Academy of Education). At InLab, Professor Malykh consults on all aspects of psychophysiology, behavioural genetics, and cross-cultural investigations. He co-supervises PhD students involved in the Cross-cultural collaborations. As an example of his involvement, he is leading the Kyrgyz component of the large international Cross-Cultural Investigation into Early Precursors of Mathematics, as well as the Russian component of the cross-cultural twin investigation of fluid intelligence. Professor Malykh co-directs with Prof Kovas the Russian-British Laboratory of Behavioural Genetics.
Professor Michel Boivin
Michel Boivin holds the Canada Research Chair in Child Development and is currently professor of psychology at the School of Psychology of Université Laval, Québec, Canada. He was previously (2000-05) a senior fellow of the Canadian Institutes of Health Research (CIHR). He leads a research program on the biological, psychological, and social components of child development. He has played a central role in the creation and follow-up of large population-based longitudinal studies of children, including the Quebec Newborn Twin study (600 families of twins followed since birth), and the Quebec Longitudinal Study of Child Development, a population-based representative birth cohort of 2000 children and their families from Quebec. He is director at Université Laval of the Research Unit on Children’s Psychosocial Maladjustment (GRIP), an interdisciplinary and inter-university research center investigating risk and protective factors influencing children’s development, and of the Strategic Knowledge Cluster on Early Child Development (SRC-ECD), a pan-canadian consortium for knowledge mobilization on this issue. The SRC-ECD supports the construction of the Encyclopedia on Early Childhood Development, of which he is an editor. Michel Boivin is a member of the Royal Society of Canada.
Professor Gordon Harold
Gordon Harold is Professor and Chair of Developmental Psychopathology and Quantitative Behavioural Genetics in the School of Psychology at the University of Leicester. Originally from Dublin, his primary research interests focus on the role of the family as a context for understanding children’s normal and abnormal psychological development, genetic influences underlying children’s emotional and behavioural development, practice and policy applications of research relating to family influences on children’s development, and the application of statistical modeling techniques to the analysis of longitudinal data. He is presently involved in several ongoing longitudinal projects nationally and internationally (UK, USA, China, New Zealand), including studies examining the interplay between genetic and family environmental factors on children’s mental health, the early origins of childhood aggression and the disruptive behaviour disorders, the early detection and prevention of adolescent depression, the long-term impact of domestic violence on children’s psychological development, and the implementation of effective intervention programs aimed at assisting children in the context of parental separation-divorce and other high-risk contexts (adoption and foster care).
Professor Alice Gregory
Alice Gregory is a Professor of Psychology at Goldsmiths, University of London. Her work focuses on understanding the aetiology of concurrent and longitudinal associations between sleep disturbances and a range of other phenotypes. She first developed an interest in sleep research as an undergraduate student at Oxford University. Following completion of her degree, she studied in Japan for a year collecting cross-cultural data for her first publication in the field of sleep research. Upon her return she commenced her PhD at the Institute of Psychiatry using epidemiological and twin samples to learn more about the associations between sleep disturbances, anxiety and depression. Alice has published over 100 papers and chapters, mainly focusing on sleep and associated traits.
Dr Gráinne McLoughlin
Dr Gráinne McLoughlin completed her PhD training and initial postdoctoral training in quantitative genetics and EEG at the Social, Genetic, and Developmental Psychiatry Centre. She completed further postdoctoral training in computational neuroscience at the Swartz Center for Computational Neuroscience at the University of California San Diego and the Department of Psychiatry, University of California San Diego. She took up the position of Lecturer in Cognitive Neuroscience at King’s College London in 2013. Her main research interests include investigation of abnormal brain function in multiple psychiatric disorders, including attention deficit/hyperactivity disorder, autism spectrum disorders and psychosis. She is also particularly interested in timing and synchronization of brain function and its impact on attention and behaviour. Dr McLoughlin is the Director of the Spring and Summer EEG School at King’s College London.
Dr Alice Jones
Dr Alice Jones is the Director of the Unit for School and Family Studies, a research unit at Goldsmiths, University of London. She completed her PhD at the Institute of Psychiatry, Kings College London and spent time as a post-doctoral researcher at UCL before joining Goldsmiths. Alice’s main research interest is in the cognitive and affective correlates of behavioural problems, particularly those that impact on a child’s education. Her work takes a multi-disciplinary approach to understanding behavioural difficulties, including neuroimaging, behavioural genetic investigations, as well as neuropsychological and behavioural research.
Professor Yu Luo
Yu Luo is an assistant professor at Institute of Psychology, Chinese Academy of Science. She received her Ph.D. in 2011 from the National Key Laboratory of Cognitive Neuroscience and Learning, Beijing Normal University, China. She has a strong interest in behavioural genetics and cognitive neuroscience. Her research includes behavioural genetic studies of self-concept and cognition abilities, and neural imaging studies of face perception. Currently, her work focuses on the genetics and neural correlates of self-esteem.
Professor Jean-Pascal Lemelin
Since 2007, Dr. Jean-Pascal Lemelin is Assistant Professor at the Department of Psychoeducation, University of Sherbrooke, Quebec, Canada. He received his PhD (Developmental Psychology)in 2004 from the University of Quebec in Trois-Rivieres (UQTR) and then moved on to Laval University (Quebec City, Canada) where he received a three-year postdoctoral training in behavior genetics and became involved in the Quebec Newborn Twin Study. His current research interests include, among others, the genetic-environmental etiology of individual differences in school readiness and early school achievement and the developmental trajectories of math skills, with a specific focus on their environmental antecedents and consequences for later school achievement. He is currently implementing in Sherbrooke, Canada, an investigation of early number skills in over 100 5-year-old, French-Canadian children. This data collection will contribute to ongoing cross-cultural studies of number and math skills conducted within the InLab.
Professor Xinlin Zhou
Dr. Xinlin Zhou is an associate professor at the National Key Laboratory of Cognitive Neuroscience and Learning, Beijing Normal University, China. His research interests focus on the mathematical cognition, including the neural correlates of mathematical cognition from numerosity, numbers, calculation to math reasoning, gender differences in mathematics, and the development of mathematical abilities. The representative publications are in Cognition, Memory & Cognition, Neuroimage, Neuropsychologia, and other journals. His research on the mathematical cognition received the supports from the Natural Science Foundation of China and the program New Century Excellent Talents at Universities.
Dr Dorottya Lantos
Dr Elaine White
Senior Psychometrician and Content Lead at Good&Co Labs Inc
Dr Emily Wylde
Digital Communications Manager at The Physiological Society
Dr Gabrielle Garon-Carrier
Professeure, Faculté d'éducation ÉDUCATION Psychoéducation
Professor Juan José Madrid Valero
Faculty of Health Sciences, University of Alicante, Spain
Dr Kaili Rimfeld
Sir Henry Wellcome Postdoctoral Fellow
Dr Korinne Louison
Manager of the "Psychoeducational Diagnostic and Intervention Services"
Dr Kostas Papageorgiou
Lecturer (Assistant Professor) at Queen’s University Belfast and the Director of the MSc in Applied Developmental Psychology
Dr Maja Rodic
Post Doctoral Research Fellow
Dr Margherita Malanchini
Lecturer in Psychology, Queen Mary's, University of London
Dr Maria Grazia Tosto
SOAS, University of London
Dr Maxim Likhanov
Senior Researcher, Laboratory for cognitive and interdisciplinary studies
Dr Saskia Selzam
Precision Health Team, Genomics PLC
Dr Tomasz Bloniewski
Junior research fellow, Laboratory of Cognitive and Interdisciplinary Research