I am a lecturer in Psychology in Education and I investigate the core neurocognitive mechanisms underlying well-being of children and adolescents. I examine modulations in these mechanisms by contemplative practices developing mindfulness, compassion, forgiveness, gratitude and other healthy qualities of the mind. I am particularly interested in neurodevelopmental trajectories of existential well-being linked to meaning and purpose in life. This research aims to contribute to broader understanding of changes in the mind and brain associated with well-being across the lifespan with implications for education. In my research I apply an integrative multi-method approach with primary focus on converging evidence from event-related brain potentials, psychophysiological markers, reaction time measures and self-report/informant report questionnaires.
I joined the Department of Education at York in 2018 and prior to that I was a lecturer at Bangor University. I have received my PhD in Psychology and Cognitive Science (Cognitive Neural Systems Program) from the University of Arizona and have two master’s degrees, one in clinical psychology (Comenius University) and the other in cognitive psychology and cognitive science (University of Arizona). I have also studied philosophy of science and philosophy of mind at doctorate level. I was a postdoctoral researcher at the University of Bristol and Bangor University.
2002-2007 Ph.D. studies; Cognition and Neural Systems Program, Department of
Psychology, University of Arizona, Tucson, AZ
Ph.D. (2007) Psychology, University of Arizona
Thesis: “Frontal mechanisms in language pragmatics: Neuropsychological and electrophysiological evidence.”
Advancement to doctoral candidacy (2006)
M.A. (2005) Cognitive Psychology-Cognitive Science, University of Arizona
1999-2002 Ph.D. studies; Logic, Philosophy and Methodology of Science,
Slovak Academy of Sciences, Bratislava, Slovak Republic
Ph.D. thesis (submitted in Oct 2008, viva not allowed for administrative reasons)
“Philosophical and methodological issues of the modularity theory: Two-dimensional theory of cognitive modules.”
Successful advancement to doctoral candidacy (2002)
1994-1999 Mgr. (1999) (Equivalent to M.A./M.Sc. in the Western educational system,
includes undergraduate studies); Psychology, major in Clinical Psychology,
Comenius University, Bratislava, Slovak Republic