Articles republished on R-bloggers
Introduction to , statistics, visualisation, reproducible documents, web applications and dashboards, HTML, CSS, web hosting (further details).
Date | Title | Event and location | Registration |
---|---|---|---|
Aug 2020 | Open data and reproducibility: Markdown, data dashboards and Binder v2.1 (co-led with Florencia D'Andrea) | CarpentryCon@Home, The Carpentries [online] | Link |
July 2020 | Open data and reproducibility: Markdown, data dashboards and Binder (co-led with Eirini Zormpa) | UK Cognitive Linguistics Conference, University of Birmingham [online] | Link |
May 2020 | Markdown | Lancaster University [online] |
Date | Format | Title | Event |
---|---|---|---|
Feb 2025 | Talk | Unpacking ERP Responses in Artificial Language Learning | Lunch Seminar at the Center for Language, Brain and Learning (C-LaBL), UiT The Arctic University of Norway |
Oct, Nov 2024 | Posters | Smart starts: Cognitive differences predict prior knowledge involvement in language learning | (1) XIV Conference of the Spanish Society for Experimental Psychology (SEPEX), Almería; (2) 65th Annual Meeting of the Psychonomic Society, New York; (3) 3rd MULTILINGUA Network Meeting, Barcelona |
Nov 2024 | Co-organisation and presentations | Tasks tailored for several electroencephalography and behavioural stations. Short presentations given on electroencephalography, language acquisition and executive functions. | Public outreach event of the UiT Center for Language, Brain and Learning (C-LaBL), hosted at the Arctic University Museum of Norway. |
Oct, Nov 2023; June, July, Aug, Sept 2024 | Posters and speed talk | Investigating language learning and morphosyntactic transfer longitudinally using artificial languages | (1) AcqVA Aurora Centre, UiT The Arctic University of Norway; (2) PoLaR Lab, UiT The Arctic University of Norway; (3) 9th Conference of the Scandinavian Association for Language and Cognition, Norwegian University of Science and Technology; (4) Highlights in the Language Sciences 2024, Radboud University; (5) 13th International Conference on Third Language Acquisition and Multilingualism, University of Groningen; (6) 30th Conference on Architectures and Mechanisms for Language Processing (AMLaP), University of Edinburgh |
July 2024 | Poster | Language and vision in conceptual processing: Multilevel analysis and statistical power | Highlights in the Language Sciences 2024, Radboud University |
Mar, July, Sept 2024 | Poster | Making research materials Findable, Accessible, Interoperable and Reusable | (1) AcqVA Aurora Closing Event, UiT The Arctic University of Norway; (2) Highlights in the Language Sciences 2024, Radboud University; (3) 30th Conference on Architectures and Mechanisms for Language Processing (AMLaP), University of Edinburgh |
Mar 2024 | Poster | Is third language learning influenced by working memory, implicit learning and inhibitory control? | AcqVA Aurora Closing Event, UiT The Arctic University of Norway |
Mar 2024 | Poster | Effects of cognitive individual differences on cross-linguistic effects in L3 acquisition | AcqVA Aurora Closing Event, UiT The Arctic University of Norway |
May 2023 | Reading group discussion | Discussion of Labotka et al. (2023): Testing the effects of congruence in adult multilingual acquisition with implications for creole genesis | Reading group of the PoLaR Lab, UiT The Arctic University of Norway |
Jan 2023 | Reading group discussion | Discussion of Jost et al. (2019): Input complexity affects long-term retention of statistically learned regularities in an artificial language learning task | Reading group of the PoLaR Lab, UiT The Arctic University of Norway |
Oct 2022 | Talk | Language and sensorimotor simulation in conceptual processing: Multilevel analysis and statistical power | AcqVA Aurora Centre, UiT The Arctic University of Norway |
Sept 2022 | Talk | The interplay between linguistic and embodied systems in conceptual processing | Presented by Dr. Dermot Lynott at the 22nd Meeting of the European Society for Cognitive Psychology (ESCOP), in Lille, France |
Feb 2022 | Talk | Language and vision in conceptual processing: Multilevel analysis and statistical power | Language and Cognition Seminars, Dept. Psychology, Lancaster University |
May 2021 | Talk | Linguistic and embodied systems in conceptual processing: Variation across individuals and items | Lancaster University Postgraduate Psychology Conference 2021 |
May 2021 | Talk | Towards reproducibility and maximally-open data | Open Science Week 2021, Open Scholarship Community Galway |
Nov 2020 | Talk | Mixed-effects models in R, and a new tool for data simulation | New Tricks Seminars, Dept. Psychology, Lancaster University |
Oct 2020 | Talk | Reproducibilidad en torno a una aplicación web | Reprohack en español, LatinR Conference 2020 |
Apr 2020 | Talk | Embedding open research and reproducibility in the UG and PGT curricula (with Andrew Stewart and Phil McAleer) | Collaborations Workshop, Software Sustainability Institute |
Sept 2019 x 2 | Talk | Presentations at two open days on the education and the research at our department | Department of Psychology, Lancaster University |
Dec 2018 | Talk | Presenting data interactively online using Shiny | Research Software Forum, Lancaster University |
Nov 2018 | Talk | Linguistic and embodied systems in conceptual processing: Role of individual differences | Psychology postgraduate medley, Lancaster University |
Jan 2017 x2; Apr, July, Nov 2017 | Poster | Modality switch effects emerge early and increase throughout conceptual processing: Evidence from ERPs | (1) Event representations in episodic and semantic memory, University of York; (2) Netherlands Graduate School of Linguistics, Radboud University; (3) Juniorendag, Utrecht University; (4) 39th Annual Conference of the Cognitive Science Society, London; (5) 58th Annual Meeting of the Psychonomic Society, Vancouver |
June 2016 | Talk | Conceptual processing at different speeds: Probing linguistic and embodied systems | Synapsium, Radboud University |
May 2016 | Poster | Norming study of modality exclusivity in Dutch, and an ongoing EEG study of linguistic and embodied conceptual processing | Psycholinguistics in Flanders, University of Antwerp |
June 2015 | Talk | New reviews and insights on language evolution | Tenth Language at the University of Essex (LangUE) Conference, University of Essex |
Feb, May 2015 | Talk | Shallow and deep conceptual representation: An ERP design | (1) Theme Meetings, Radboud University; (2) Neurobiology of Language Lab meeting, MPI Psycholinguistics |
Jan, Mar 2015 | Poster | Linguistic relativity in motion | (1) Netherlands Graduate School of Linguistics, University of Amsterdam; (3) Juniorendag, Radboud University |
After completing a research master's, I became a PhD student and graduate teaching assistant in Psychology at Lancaster University. In my thesis, I investigated how conceptual processing—that is, the comprehension of the meaning of words—is supported by linguistic and sensorimotor brain systems, and how research on this topic is influenced by methodological aspects such as the operationalisation of variables and the sample size of experiments.
Next, I completed a postdoctoral fellowship at UiT The Arctic University of Norway. I worked at the Department of Language and Culture, and specifically within the PoLaR Lab and C-LaBL. As the local manager of the LESS Project (Language Economy through Transfer Source Selectivity), I worked on a longitudinal study that investigates how bilingual people acquire an additional language, how this process is influenced by the characteristics of the languages, and how the process is instantiated in the brain. As part of this work, I contributed to designing our main study and developing materials in Norwegian and English, as well as creating materials in Spanish and English for a partner study in Spain. After documenting and pretesting these materials, I prepared a preregistration for the studies. Additionally, I recruited participants, designed the protocol for electroencephalography (EEG) sessions, and trained students and research assistants in both the protocol and EEG methodology more broadly. I also established and managed an EEG lab, conducted numerous sessions, supervised those led by research assistants, and monitored participants’ longitudinal progress. Moreover, I presented the study design at conferences and collaborated with research assistants to preprocess, visualise and analyse EEG and behavioural data.
I am also interested in the relationships between language and other cognitive domains, as well as in the origins and evolution of language.
I employ a range of tools, including behavioural and electroencephalographic experiments, corpus analysis, statistics and programming. The materials, data and analyses used in my research are available at https://osf.io/25u3x.
Finally, an AI chat based on my portfolio and interests is available here.
Postdoctoral Fellow, Nov 2022 – Feb 2025
UiT The Arctic University of Norway
- Additional service: co-organisation of multiple events, including the lunch meetings of AcqVA Aurora and C-LaBL, and a public outreach event of C-LaBL. Peer-review for Cognition, Cognitive Science and EuroSLA Conference.
Statistical Consultant (25%), Nov – Dec 2022
UiT The Arctic University of Norway
- I worked as a statistical consultant for the CLICK Project (Cross-Linguistic Influence of Competing Knowledge), which investigated multilingualism in heritage speakers. I worked with questionnaire and eye-tracking data.
PhD Psychology, 2018–2022
Lancaster University (United Kingdom)
- Additional service: peer-review for Cognitive Science and for Psychological Science Accelerator; development of website for open science group in my department.
Research Master Language and Communication, 2013–2017
Tilburg University and Radboud University (the Netherlands)
- Grade: 7.54 out of 10 (Distinction)
- In my thesis, conducted at Tilburg University and at the Max Planck Institute for Psycholinguistics, I investigated how the comprehension of words during reading is modulated by modality-specific (i.e., visual, auditory and haptic) information in words. Consistent with a large body of research, I observed that conceptual processing is not restricted to abstract linguistic representations, but is modulated by the perceptual information in words and by people's individual experiences in perceptual domains. Outside of my thesis, I investigated the influence of specific languages in nonverbal cognition. Specifically, I reviewed research examining how and why people's perception of motion may be modulated by the way in which their first language encodes motion events in sentences. Furthermore, I investigated the co-evolution of language and other cognitive systems. Throughout this research, I used a range of multidisciplinary methods including word classification surveys, corpus analysis and electroencephalography.
- Student member, Master’s curriculum and accreditation committee
BA English, 2007–2013
Autonomous University of Madrid (Spain)
- One-year Erasmus exchange at University of Jyväskylä, Finland
- One-year exchange at University of Barcelona, Spain
- Six-month Spanish teaching placement in Kaunas, Lithuania
- Grade: 7.30 out of 10 (2:1 Hons)
Advanced R programming, 2017
Johns Hopkins University via Coursera
Improving your statistical inferences, 2017
Eindhoven University of Technology via Coursera
Neurobiology of language, 2017
Netherlands Graduate School of Linguistics
- Course focussed on multilingualism, including the interesting and hotly-debated topic of cognitive benefits.
Big data in society, 2016
Vrije Universiteit Amsterdam
- I honed my experience in R and learned about techniques such as topic modelling and crowdsourcing.
Linear mixed-effects models in R, 2016
Max Planck Institute for Psycholinguistics
Statistics: Analyzing in R, 2016
Radboud University
Introduction to cognitive neuroscience, 2015
Radboud University Summer School
- I became acquainted with the cognitive neuroscience approach to language, perception and action.
Language science: Current methods and interdisciplinary perspectives, 2015
Radboud University Summer School
- Psycholinguistic, neurobiological and computational approaches to language.
Transcranial brain stimulation, 2015
Donders Institute, Radboud University
- I gained theoretical and practical experience in the technique of transcranial brain stimulation. This technique occupies a privileged position in the area of conceptual processing (i.e., the comprehension of words in the brain), as it allows tapping into the causality of experimental effects with a greater precision than most other techniques.
Neurobiology of language, 2015
Netherlands Graduate School of Linguistics
- I learned about the functional mapping of language in the brain, and the toolkit used for this research.
Psycholinguistics: Self-monitoring, 2015
Netherlands Graduate School of Linguistics
- I learned about how speech errors can serve as a window into the psychology of language.
Part of Neuroimaging 1, 2014
Radboud University
- I followed the first two months of this course as a listener to learn the principles of electroencephalography, event-related potentials, magnetoencephalography and functional magnetic resonance imaging.
Since 2018, I have advised numerous students and colleagues on designing and conducting behavioural and EEG experiments, as well as on the management, preprocessing and analysis of data. For instance, during my PhD, I supervised an undergraduate internship. During my postdoc, I have supervised three research assistantships and co-supervised a master's thesis. Furthermore, I am a certified Carpentries Instructor, and have designed and led several workshops on data analysis using . Earlier in my career, I taught English to secondary-education students in Spain, and taught Spanish to adults in Lithuania.
During my PhD, I held a graduate teaching assistantship that involved 180 hours of teaching annually, covering seminars, essay marking and lab sessions. Each year, I led 30 seminars and marked 80 essays in developmental, cognitive and social psychology, while also helping in 30 statistics lab sessions (see list below). Furthermore, I was a representative for graduate teaching assistants in the department for a year.
Course and remit | |
---|---|
2021–22 | Introduction to developmental psychology (115) — Seminars and essay marking |
Introduction to neuroscience (112) — Seminars | |
Introduction to cognitive psychology (111) — Seminars and essay marking | |
Social psychology in the digital age (113) — Seminars | |
Statistics for psychologists I (121) using R — Lab sessions | |
2020–21 | Introduction to developmental psychology (115) — Seminars and essay marking |
Introduction to neuroscience (112) — Seminars | |
Introduction to cognitive psychology (111) — Seminars and essay marking | |
Social psychology in the digital age (113) — Seminars | |
Statistics for psychologists I and II (121 and 122) using R — Lab sessions | |
2019–20 | Understanding psychology (101) — Seminars and essay marking |
Cognitive psychology (201) — Seminars and essay marking | |
Master's statistics (401) using R — Lab sessions | |
2018–19 | Understanding psychology (101) — Seminars and essay marking |
Investigating psychology: Analysis (102) using SPSS — Lab sessions |
My teaching experiences have honed my ability to create a collaborative and engaging learning environment, where students are encouraged to think critically and apply their knowledge effectively. As a result, my teaching approach ensures that students not only acquire foundational knowledge but also develop the skills necessary to excel in their academic and professional endeavours. To this end, I draw on a range of applications that foster participation and collaboration, including Miro, Vevox, MS Teams, Google Docs, etc.
I have been guided by a few core principles that are outlined below.
I strive to situate the concepts I teach in the appropriate contexts. For instance, language is produced in the brain and in society. These contexts shape language as a human faculty and languages as human products. In the same vein, language shares the space with other cognitive faculties and other cultural products, which often help us understand language. By pointing out these contexts, I encourage students to explore perspectives beyond traditional boundaries. Indeed, my teaching incorporates insights from psychology, neuroscience, linguistics and cross-cultural research.
I strive to connect theoretical concepts to the methods that are used for their study. This helps prevent the disconnects that are occasionally experienced by students and academics, where there can be an unhelpful focus on a method without theory or a theory without method.
My commitment to open science and reproducibility informs my teaching. By embedding these principles into research workflows, I help students produce reliable and sustainable scholarship that is can withstand the test of time. In practical terms, these standards are designed to (1) enhance the quality of research, (2) optimise the use of academic resources in the medium and long term by allowing the reuse of materials, and (3) enhance students’ professional prospects by equipping them with a high-value, translatable set of skills.
I would like to continue honing these principles, aided by the advice and inspiration from more experienced colleagues and by the regular feedback from students.
Below, I present some examples of courses that I would like to teach. Blending interdisciplinary perspectives with rigorous methodological training, these courses include explorations of language and cognition, cutting-edge research techniques, and best practices in reproducibility and data visualisation.
This course explores the intricate relationship between language, cognition and neurobiology, providing students with a foundational understanding of how language is processed and represented in the mind and brain. Topics include the historical and evolutionary development of language, mechanisms of comprehension and production, and the cognitive processes underpinning bilingualism and multilingualism. Additionally, the course examines the interactions between language and cognitive functions like executive control and sensorimotor simulation, culminating in an in-depth discussion of linguistic relativity.
Focusing on the methodological challenges and opportunities in studying language and cognition, this course provides students with the tools to design and conduct world-class crosslinguistic research. Students will tackle issues such as overcoming biases inherent in WEIRD (Western, Educated, Industrialized, Rich and Democratic) samples, and identifying meaningful crosslinguistic patterns. The curriculum integrates theoretical frameworks, such as modularity versus holism, with practical training in experimental paradigms and methods that have become essential. Emphasis is placed on the use of psychophysical and neuroimaging techniques, including electroencephalography, magnetoencephalography, functional magnetic resonance imaging, eye-tracking and pupillometry, to provide a comprehensive understanding of the methods driving the field forward.
This course immerses students in the theory and application of electroencephalography (EEG) for studying cognitive processes, with a focus on language and decision-making. Students will gain a historical perspective on EEG research and a practical understanding of its implementation in Linguistics and Psychology. Key topics include event-related potentials, time-frequency analysis and experimental designs. Through a combination of lectures and laboratory sessions, students will gain the theoretical and technical skills needed to design and conduct EEG studies. As part of this work, students will practice how to search for solutions reliably and responsibly by drawing on community forums, business support services and artificial intelligence applications.
Reproducibility is a cornerstone of scientific integrity, and this course empowers students to embed reproducible practices in their research workflows. Grounded in open science principles, students will examine the role of Psychology in the replication crisis, and become familiar with methodological frameworks like FAIR, which helps create more Findable, Accessible, Interoperable and Reusable data. Practical sessions will focus on implementing tools such as the Open Science Framework and R Markdown, while providing training in reproducible experiment design, data analysis and manuscript preparation. As part of this work, students will practice how to search for solutions reliably and responsibly by drawing on community forums and artificial intelligence applications. By the end of the course, students will be equipped to produce transparent, replicable research that meets the highest standards of scientific rigour.
Effective data visualisation is crucial for interpreting and communicating linguistic and psychological research, and this course teaches students how to achieve this using R. With an emphasis on clarity and accessibility, students will learn to create a variety of visualisations, from static plots to interactive web applications. The course covers best practices for summarising data, combining plots and integrating tables into reports. Practical sessions provide experience with advanced visualisation techniques, ensuring students can present complex data in an engaging and professional manner. As part of this work, students will practice how to search for solutions reliably and responsibly by drawing on community forums and artificial intelligence applications.
These courses collectively emphasise the integration of theory and practice, reproducibility and methodological innovation. My academic experience in linguistics, psychology, statistics and research methods directly informs the design of these courses, ensuring that students gain both foundational knowledge and practical skills to excel in their academic and professional endeavours.
May – July 2018 |
Service Analyst. Onfido, London, UK I was responsible for verifying identity checks through random sampling and data analysis, leveraging insights retrieved from Power BI. I designed and implemented a self-updating Excel dashboard with dynamic tables and visualizations to streamline data reporting. My role involved close collaboration with service analysts and engineers to ensure accurate and actionable insights. Additionally, I utilised tools such as Jira, Confluence and Zendesk to support project management, documentation and customer service processes. |
Dec 2015 – Feb 2016 |
Data Science Market Researcher and Student Recruiter (part-time). Tilburg University I contributed to the elaboration of a leaflet, and informed prospective students at open days. |
2015 – 2016 |
Student Representative at Master’s Degree Fairs in Spain (part-time). Radboud University, Tilburg University I worked at three fairs with Radboud University, and at one with Tilburg University. |
2013 – 2016 |
Presenter of my Master's Degree at Open Days (part-time). Tilburg University |
2013 – 2016 |
Communication, Website and Student Recruiter (part-time). Academia Bravosol, Madrid, Spain |
2011 – 2013 |
Teacher of English and Spanish (part-time). Academia Bravosol, Madrid, Spain |
Short essays, tutorials, inquiries, and functions for the implementation of experiments, data analysis and other purposes.
Some of the posts involving code were republished on R-bloggers, R Weekly, Data Science Central and dev.to.
brms::mcmc_plot
due to lack of discrete_range
function