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Paul Wilson
I was awarded a PhD in 2014 for my thesis entitled 'On the Relationship Between Intelligence and Inhibitory Control: Individual Differences in Cognitive Chronometry', supervised by Dr. Colin Cooper. I have worked as a Research Fellow with the Improving Children's Lives Initiative at QUB, investigating the development of non-cognitive factors and their influence on literacy and numeracy outcomes with Professor Carol McGuinness.
I am a Chartered Psychologist and Associate Fellow of the British Psychological Society, serving on the committees of the Division of Academics, Researchers and Teachers of Psychology (DART-P) and the Northern Ireland branch. I am also a member of the International Society for Intelligence Research, International Society for the Study of Individual Differences and the British Society for the Psychology of Individual Differences.
Research:
My research interests include human intelligence and cognitive ability, cognitive development, metacognition, quantitative methods and psychometrics. I am especially interested in methods for analysing reaction time. I also have pedagogical research interests in the use of student response systems in the classroom and student engagement.
Teaching:
School of Psychology
Module Co-Ordinator: PSY1009 Introduction to Methods in Psychology (Conceptual Issues of Methodology, Complex Experimental Designs, Visualising Data, Statistical Error)
PSY2056 Research Methods & Statistics (Longitudinal Designs, Psychological Testing)
PSY2059 Research Methods & Group Project (Reliability & Validity, Sampling and Power, Factor Analysis, Linear Regression, Introduction to Structural Equation Modelling)
PSY2060 Individual Differences (Psychometrics, Personality, Intelligence, Emotional Intelligence)
PSY2062 Conceptual Issues and Psychology for Employability (Metaphors, Development of Concepts, Abnormality, Concepts of People Versus Population, Psychometric Testing in Recruitment)
School of Medicine, Dentistry and Biological Science
MED2015 Concepts in People and Populations (Peoples Strand: Cognitive, Physical, Social and Emotional Development, Physical and Sensory Disability, Intelligence, Perception, Memory, Language and Personality)
Supervision:
Personal Tutor - Levels one and two
Thesis Supervisor - Level three, MSc Childhood Adversity
Positions of Responsibility
Plagiarism Panel Chair
Technology in Education Group Chair
Previous Undergraduate Teaching:
PSY1002 Introductory Psychology 2 (Inferential Statistics)
PSY1004 Thinking Critically About Popular Psychology (Personality, Intelligence and Learning Styles)
I am a Chartered Psychologist and Associate Fellow of the British Psychological Society, serving on the committees of the Division of Academics, Researchers and Teachers of Psychology (DART-P) and the Northern Ireland branch. I am also a member of the International Society for Intelligence Research, International Society for the Study of Individual Differences and the British Society for the Psychology of Individual Differences.
Research:
My research interests include human intelligence and cognitive ability, cognitive development, metacognition, quantitative methods and psychometrics. I am especially interested in methods for analysing reaction time. I also have pedagogical research interests in the use of student response systems in the classroom and student engagement.
Teaching:
School of Psychology
Module Co-Ordinator: PSY1009 Introduction to Methods in Psychology (Conceptual Issues of Methodology, Complex Experimental Designs, Visualising Data, Statistical Error)
PSY2056 Research Methods & Statistics (Longitudinal Designs, Psychological Testing)
PSY2059 Research Methods & Group Project (Reliability & Validity, Sampling and Power, Factor Analysis, Linear Regression, Introduction to Structural Equation Modelling)
PSY2060 Individual Differences (Psychometrics, Personality, Intelligence, Emotional Intelligence)
PSY2062 Conceptual Issues and Psychology for Employability (Metaphors, Development of Concepts, Abnormality, Concepts of People Versus Population, Psychometric Testing in Recruitment)
School of Medicine, Dentistry and Biological Science
MED2015 Concepts in People and Populations (Peoples Strand: Cognitive, Physical, Social and Emotional Development, Physical and Sensory Disability, Intelligence, Perception, Memory, Language and Personality)
Supervision:
Personal Tutor - Levels one and two
Thesis Supervisor - Level three, MSc Childhood Adversity
Positions of Responsibility
Plagiarism Panel Chair
Technology in Education Group Chair
Previous Undergraduate Teaching:
PSY1002 Introductory Psychology 2 (Inferential Statistics)
PSY1004 Thinking Critically About Popular Psychology (Personality, Intelligence and Learning Styles)
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Methods: A convenience sample of 85 community volunteers was assessed on OCS using the Yale-Brown Obsessive Compulsive Scale-self report. Participants completed an eye-tracking paradigm where they were exposed to OCD, Aversive and Neutral visual stimuli. Indices of attentional bias were derived from the eye-tracking data.
Results: Simple linear regressions were performed with OCS severity as the predictor and eye-tracking measures of the different attentional biases for each of the three stimuli types were the criterion variables. Findings revealed that OCS severity moderately predicted greater frequency and duration of fixations on OCD stimuli, which reflect the maintenance attentional bias. No significant results were found in support of other biases.
Limitations: Interpretations based on a non-clinical sample limit the generalisability of the conclusions, although use of such samples in OCD research has been found to be comparable to clinical populations. Future research would include both clinical and sub-clinical participants.
Conclusions: Results provide some support for the theory of maintained attention in OCD attentional biases, as opposed to vigilance theory. Individuals with greater OCS do not orient to OCD stimuli any faster than individuals with lower OCS, but once a threat is identified, these individuals allocate more attention to OCS-relevant stimuli.
Methods: A convenience sample of 85 community volunteers was assessed on OCS using the Yale-Brown Obsessive Compulsive Scale-self report. Participants completed an eye-tracking paradigm where they were exposed to OCD, Aversive and Neutral visual stimuli. Indices of attentional bias were derived from the eye-tracking data.
Results: Simple linear regressions were performed with OCS severity as the predictor and eye-tracking measures of the different attentional biases for each of the three stimuli types were the criterion variables. Findings revealed that OCS severity moderately predicted greater frequency and duration of fixations on OCD stimuli, which reflect the maintenance attentional bias. No significant results were found in support of other biases.
Limitations: Interpretations based on a non-clinical sample limit the generalisability of the conclusions, although use of such samples in OCD research has been found to be comparable to clinical populations. Future research would include both clinical and sub-clinical participants.
Conclusions: Results provide some support for the theory of maintained attention in OCD attentional biases, as opposed to vigilance theory. Individuals with greater OCS do not orient to OCD stimuli any faster than individuals with lower OCS, but once a threat is identified, these individuals allocate more attention to OCS-relevant stimuli.