Dr Jeremy Goslin
Associate Head of School (Teaching, Learning and Marketing)
School of Psychology (Faculty of Health)
Email firstname.lastname@example.org to enquire.
Associate Professor of Cognitive Neuroscience
BEng (Hons) Information Technology (telecommunications, computing and microelectronics), upper second class, Staffordshire University, 1994.
MSc Speech and Language Processing, Essex University, 1995.
PhD (Computer Science), University of Sheffield, 2003.
Research Associate, Laboratory of Experimental Psycholinguistics, University of Geneva, 1998-2003.
Postdoctoral Fellowship, Neurocognition Lab, Tufts University, 2004-2005.
RCUK Academic Fellowship, School of Psychology, University of Plymouth, 2005-2010.
Lecturer, School of Psychology, University of Plymouth, 2010-Present.
My multidisciplinary approach to research explores both behaviour and cognitive neuroscience related to topics in language, economics, and trust. Although linked by common research methodologies and underlying assumptions, my current research can be separated into four main areas of activity:
· Neurocognitive investigation of reinforcement learning
· Electrophysiological study of tool use in Virtual Reality
· Implicit cues to trust in humans and robots
· Lexical development in bilingual toddlers
2015-2019, Marie-Curie ITN-ETN Network « SECURE », Safety enables cooperation in uncertain robotic environments, €560,000, Co-investigator.
2013-2016, ESRC grant, Lexical Development in Bilingual Toddlers, Floccia, £870k, Goslin, White, & Cattani
2010-2013, ESRC/ANR Bilateral grant, Representations of consonants and vowels in French and English from infancy to adulthood, £621,158, Floccia & Goslin (UK), Nazzi& New (France).
2009-2010, Phonological representations in bidialectal listeners, ESRC, £79,578, Floccia & Goslin.
2008-2009, British Academy, An electrophysiological investigation of syllable frequency effects in English spoken word recognition, £6346, Goslin.
2008-2009, British Council Alliance Project, The processing of consonants and vowels in French- and English-speaking children and adults, £3,640, Goslin & Floccia.
Zanatto, D., Patacchiola, M., Goslin, J., & Cangelosi, A. (2016). Priming anthropomorphism: Can the credibility of humanlike robots be transferred to non-humanlike robots?, proceedings of ACM/IEEE International Conference on Human-Robot Interaction, Christchurch, 2016.
Floccia, C., Keren-Portnoy, T., DePaolis, R., Duffy, H., Delle Luche, C., Durrant, S., White, L., Goslin, J., & Vihman, M. (2016). British English infants segment words only with exaggerated infant-directed speech stimuli. Cognition, 148, 1-9. [pdf]
Torre, I., Goslin, J., & White, L. (2015). Investing in accents: How does experience mediate trust attributions to different voices?. Proceedings from the 18th International Congress of Phonetic Sciences, Glasgow, 2015. [pdf]
Sambrook, T. D., & Goslin, J. (2015). Principal components analysis of reward prediction errors in a reinforcement learning task, Neuroimage. 124, 276-286. [pdf]
Sambrook, T. D., & Goslin, J. (2015). A neural reward prediction error revealed by a meta-analysis of ERPs using great grand averages. Psychological Bulletin, 141(1). 213-235. [pdf]
White, L., Floccia, C., Goslin, J., & Butler, J. (2014). Utterance‐Final Lengthening Is Predictive of Infants’ Discrimination of English Accents. Language Learning, 64(s2), 27-44.
Sambrook, T. D., & Goslin, J. (2014). Mediofrontal event-related potentials in response to positive, negative and unsigned prediction errors. Neuropsychologia, 61, 1-10. [pdf]
Delle Luche, C., Poltrock, S., Goslin, J., New, B., Floccia, C., & Nazzi, T. (2014). Differential processing of consonants and vowels in the auditory modality: A cross-linguistic study. Journal of Memory and Language, 72, 1-15. [pdf]
Goslin, J., Galluzzi,C., & Romani, C. (2014). Phonitalia: a phonological lexicon for Italian. Behavior Research Methods,769,872-886. [pdf]
Romani, C., Galluzzi, C., Goslin, J., Bureca, I., & Olson, A. (2013). Sonority, Frequency and Markedness in Errors of Aphasic Patients. Procedia-Social and Behavioral Sciences, 94, 55-56. [pdf]
Bugmann, G., Goslin, J., & Duchamp-Viret, P. (2013). The speed of learning instructed stimulus-response association rules in human: Experimental data and model, Brain Research, 1536, 2-15. [pdf]
Floccia, C., Nazzi, T., Delle Luche, C., Poltrock, S., & Goslin, J. (2013). English learning one-to two-year-olds do not show a consonant bias in word learning. Journal of Child Language, 41(05), 1085-1114. [pdf]
Sambrook, T., Roser, M., & Goslin, J.. (2012). Prospect theory does not describe the feedback-related negativity value function. Psychophysiology.49(12), 1533-1544. [pdf]
Apel, J.K., Cangelosi, A., Ellis, R., Goslin, J., Fischer, M.H. (2012). Object affordance influences instruction span. Experimental Brain Research, 223, 199-206. [pdf]
Goslin, J., Duffy, H., & Floccia, C. (2012). An ERP investigation of regional and foreign accent processing. 823. 122(2), 92-102. [pdf]
Ruini, F., Apel, J. K., Morse, A. F., Cangelosi, A., Ellis, R., Goslin, J., & Fischer, M. H. (2012). Towards a bio-inspired cognitive architecture for short-term memory in humanoid robots. In Advances in Autonomous Robotics (pp. 453-454). Springer Berlin Heidelberg. [pdf]
Goslin, J., Dixon, T., Fischer, M.H., Cangelosi, A., & Ellis, R. (2012). Electrophysiological examination of embodiment in vision and action. Psychological Science. 23(2), 152-7. [pdf]
Floccia, C., Delle Luche, C., Durrant, S., Butler, J., & Goslin, J. (2012). Parent or community: Where do 20-month-olds exposed to two accents acquire their representation of words? Cognition. 124(1), 95-100. [pdf]
Floccia, C., Goslin, J., Kolinsky, R., & De Morais, J. (2012). Syllable effects in a fragment detection task in Italian Listeners. Frontiers in Language Sciences, 3, 140. [pdf]
Apel, J.K., Revie, G.F., Cangelosi, A., Ellis, R., Goslin, J., Fischer, M.H. (2011). Attention deployment during memorizing and executing complex instructions. Experimental Brain Research, 214(2), 249-259. [pdf]
Butler, J., Floccia, C., Goslin, J., & Panneton, R. (2010). Perception of regional accents in 5 to 7 months old British infants. Infancy, 16(4), 392-417. [pdf]
Floccia, C., Nazzi, T., Austin, K., Arreckx, F., & Goslin, J. (2010). Perception of stress patterns in word learning tasks in British toddlers. Developmental Science. 14(3), 602-613. [pdf]
Alario F. X., Goslin, J., Michel, V., Laganaro, M. (2010). The functional origin of the foreign accent: evidence from the syllable-frequency effect in bilingual speakers. Psychological Science, 21(1), 15-20. [pdf]
Floccia, C., Butler, J., Goslin, J., & Ellis, L. (2009). Regional and foreign accent processing in English: Can listeners adapt? Journal of Psycholinguistic Research, 38(4), 379-412. [pdf]
Floccia, C., Butler, J., Girard, F., & Goslin, J. (2009). Categorisation of Regional and Foreign Accent in 5 to 7-year-old British Children. International Journal of Behavioral Development, 33(4), 366-375. [pdf]
Goslin, J., & Frauenfelder, U. H. (2008). Vowel aperture and syllable segmentation in French. Language and Speech. [pdf]
Girard, F., Floccia, C., Goslin, J.. (2008). Perception and awareness of accents in young children. British Journal of Developmental Psychology, 26(3), 409-433. [pdf]
Goslin, J., & Floccia, C. (2007). Comparing French syllabification in preliterate children and adults. Applied Psycholinguistics, 28(2), 341-367. [pdf]
Floccia, C., Goslin, J., Girard, F., & Konopczynski, G. (2006). Does a regional accent perturb speech processing? A lexical decision study in French listeners. Journal of Experimental Psychology: Human Perception and Performance, 32(5), 1276-1293. [pdf]
Goslin, J., Grainger, J. & Holcomb, P.J. (2006). Syllable frequency effects in French visual word recognition: an ERP study. Brain Research, 121-134. [pdf]
Floccia, C., Goslin, J., Schneider, R., & Thommen, E. (2003). Linguistic and conceptual development from one to six years: an introduction. Developmental Science, 6(2), 119-121.[pdf]
Goslin, J., & Frauenfelder, U. H. (2001). A comparison of theoretical and human syllabification. Language and Speech, 44(4), 409-436.[pdf]
Key publications are highlightedJournals