- Methods of scientific research I (1st bachelor in psychology)
- Methods of scientific research: Practicum (2nd bachelor in psychology)
- Applied statistics and statistical methods (1st master in educational sciences)
- Multivariate Data Analysis (3th Bachelor in Psychology)
- Masterproef 1 (1st Master in Psychology)
- Cognitive Psychology II (3th Bachelor in Psychology)
Prof. Dr. Eva Van den Bussche
Brain & Cognition
B – 3000 Leuven
phone : + 32 16 19 31 52
url : http://homepages.vub.ac.be/~evdbussc/
Link to my Researchgate page
For a full list of conference presentations, please click here.
- 2018 – present: Associate Professor (BOFZAP), Brain & Cognition, KU Leuven
- 2015 – 2018: Associate Professor, Department of Psychology, Vrije Universiteit Brussel
- 2010 – 2015: Assistant Professor, Department of Psychology, Vrije Universiteit Brussel
- 2011 – present: Visiting Full Professor at the Research Group on Health Psychology, Katholieke Universiteit Leuven
- 2013: Visiting Lecturer at the Department of Psychology, University of Essex (UK)
- 2009 – 2010: Visiting post-doctoral researcher, Laboratoire Psychologie de la Perception, Université Paris Descartes, France
- 2010: Post-doctoral researcher (Research Foundation-Flanders), Department of Psychology, Katholieke Universiteit Leuven
- 2005 – 2009: PhD student, Subfaculty of Psychology and Educational Sciences, Katholieke Universiteit Leuven – Campus
- 2003 – 2005: Research assistant, Department of Data Analysis, Ghent University
Cognitive effort in context
PhD student: Yannick Murray
Rapidly and flexibly adapting to conflicting situations is crucial for almost all of our daily activity. When we encounter conflict, we need to exert cognitive effort to overcome it. The state of the art so far has overlooked that we do this in a complex context. This calls for an in-depth exploration of how effort exertion behaves in context. The overarching goal of this project is therefore to study task-related, dynamic, social and developmental aspects of human effort exertion. Furthermore, if cognitive effort fluctuates with these contextual aspects, automatically we have to wonder whether and how we can shape the context in order to stimulate cognitive effort. In order to reach these objectives we will integrate behavioural and psychophysiological methods (EEG, pupillometry).
Enhancing Creative Problem Solving: Processes at Work during Incubation and Illumination
PhD student: Hans Stuyck (2nd promotor: Prof. Axel Cleeremans, ULB)
In our daily lives we constantly encounter problems requiring us to be insightful and creative. Therefore it is crucial to identify how the process of creativity can be facilitated. Wallas defined four stages of the creative process: (a) an initial phase of working on the problem (i.e., preparation); (b) a phase where attention is diverted away from the problem (i.e., incubation); (c) the sudden feeling of insight (i.e., illumination) and (d) the verification of the accurateness of the solution (i.e., verification). Especially processes at work during incubation and illumination seem viable candidates for understanding and enhancing creative problem solving. In this project we will therefore focus on different ways to influence the incubation and illumination phases, so that creative problem solving is enhanced. During incubation, we will examine the effect of unconscious thought and of presenting conscious clues or analogies. To stimulate illumination, we will use task specific subliminal cues, subliminally activate a more general creative mindset and induce negative and positive emotions. This project endeavours to clarify what works best to enhance performance in these crucial stages of creative problem solving, so that the mechanisms of creative thinking and the opportunities for its enhancement can be further unravelled.
The key role of cognitive control in the relation between basic numerical skills, math anxiety and math performance
Postdoc: Delphine Sasanguie (Main promotor: Prof. Bert Reynvoet, KU Leuven)
Given the urgent call from education policy in Flanders to have more adolescents enrolled in courses about Science, Technology, Engineering and Math (STEM), insight in the building blocks of math is more fundamental than ever. Despite it is well-known that both cognitive and affective factors influence math learning, researchers to date focused only on one of these without taking into account their interaction. Considering the cognitive skills, we and other researchers have shown that performance on basic numerical skills such as discriminating two magnitudes or judging whether magnitudes are in order, are important predictors for math. The most significant emotional factor is math anxiety (MA), especially in adolescents. In the current project, we want to demonstrate that one general cognitive mechanism, cognitive control (CC), is at play influencing both these math-specific cognitive and affective factors. We will, as the first, investigate the interrelations between CC, MA, basic numerical skills and math performance in two large samples of early vs late adolescents. Moreover, the early adolescents will be tested again one year later to examine the direction of the relation between CC and MA: Does MA lead to suboptimal recruitment of CC, or is a deficient CC co-responsible for the emergence of MA? Next, we will set up intervention studies training CC, to positively influence both MA and basic numerical skills simultaneously, to ultimately boost math learning.
New windows to cognitive control: the effects of attentional load and consciousness on control mode
PhD student: Bart Aben (2nd promotor: Prof. Tom Verguts, UGent)
To overcome situations with conflicting information (e.g., two arrows pointing in different directions) we need to exert cognitive control. We can do this by adapting to the situation immediately after detecting the conflict (i.e., reactive control). However, in situations where there’s much conflict, it is more effective to keep track of previously encountered conflict and use this information to prepare yourself for future conflict (i.e., proactive control). This kind of control requires more attentional resources (i.e., you need to attend and remember the previous conflict situations). It may also require conscious awareness of previous conflict. In this project, we propose a new method to study these different types of control. We will examine how many past events people use (i.e., the “window”) to determine their current control behavior in different conflicting situations. A small window indicates that the control mode is only based on very recent events. A large window indicates that it is also based on events in the more distant past. We expect that this window narrows with increasing attentional load and in unconscious situations. This should also be reflected in brain areas associated to cognitive control, such as the anterior cingulate cortex (ACC) and the dorsolateral prefrontal cortex (dlPFC). The method we propose has not been applied to cognitive control yet, offers high flexibility, and can easily include other factors that might affect cognitive control.
The recruitment dynamics of cognitive control in insomnia
PhD student: Charlotte Muscarella (2nd promotor: Prof. Olivier Mairesse, VUB; Co-promotor: Dr. Gethin Hughes, University of Essex)
Insomnia patients report severe deficits in cognitive functioning. However, both behavioral and neurological research on these complaints remains remarkable scarce and inconclusive. The Dual Mechanisms of Control theory proposes that reduced cognitive efficiency might be caused by changes in the temporal dynamics of the neural recruitment of cognitive control mechanisms. Cognitivecontrol reflects our ability to plan a new strategy, evaluate it, control its execution and correct possible errors. More specifically, it is hypothesized that insomnia patients have difficulty maintaining task goals to anticipate and prevent interference before it occurs. Based on this theory, we use a more dynamic approach in the current project in order to shed light on how insomniacs recruit cognitive control and under which circumstances its efficiency fails. Furthermore, our project aims to explore whether these biased patterns of neural activation are reversible and can be trained. By incorporating a cognitive strategy training, we will examine whether a shift towards a more efficient cognitive control recruitment can be established in insomniacs. With this project we aim to increase our understanding of the recruitment dynamics of cognitive control in insomniacs and its flexibility. Consequently, these insights can provide promising indications with regards to cognitive interventions in clinical practice.
The familial transmission of pain: the role of observational learning in the parent-child dyad
PhD student: Elke Van Lierde (2nd promotor: Prof. Liesbet Goubert, UGent; Co-promotor: Dr. Gethin Hughes, University of Essex)
Although research has demonstrated that chronic pain tends to run in families, the underlying mechanisms are still unclear. In this project, we will focus on psychological processes that can make children of chronic pain sufferers more vulnerable to develop chronic pain themselves. According to the fear-avoidance model, three processes are considered to be pivotal in the development and sustainment of chronic pain in adults and children: pain catastrophizing (i.e., the tendency to exaggerate the threat value of pain and perceived inability to cope with pain), pain-related fear (i.e., an emotional fear reaction to pain-related stimuli) and hypervigilance (i.e., heightened selective attention) to pain. Extensive research has shown that a vicious cycle of pain, catastrophizing, fear, attention to pain and disability is involved in chronic pain. We aim to investigate how these processes develop in children. In particular, we will study the influences of observing important social models (i.e., parent) on children’s responses to pain. This way, we will extend preliminary research results demonstrating the role of observational learning in the context of pain. The aims of this project are to investigate how observing a parent’s pain can (1) induce pain-related fear, (2) heighten vigilance to pain and (3) alter the processing and experience of pain in children. In addition, moderating influences of pre-existing pain catastrophizing and pain-related fear on these effects are studied.
Semisupervised Category Learning
PhD student: Katleen Vandist (2nd promotor: Prof. Gert Storms, KU Leuven)
Cognitive control: Conscious, unconscious, proactive, and reactive
(Co-promotor: Prof. Tom Verguts, UGent)
Consciousness remains a mysterious topic which receives massive attention from psychologists, philosophers and neuroscientists. Despite the long research tradition, the function of consciousness remains unclear. One way to investigate which processes critically require consciousness, is to compare conscious versus unconscious processing. A promising domain to implement this approach is cognitive control. Cognitive control entails our abilities to plan a new strategy, evaluate it, control its execution, and correct possible errors. This has often been exclusively associated with consciousness, although recent data suggest otherwise. Cognitive control therefore provides a fruitful domain to explore this debated issue. Two types of cognitive control can be distinguished. Reactive control occurs in direct response to an encountered problem or error, whereas proactive control entails planning ahead of possible problems. In the current project, we first, and for the first time, rigorously test at the behavioral level whether unconscious reactive control is possible and contrast it to conscious reactive control. Second, we examine whether proactive control is also possible at an unconscious level. Third, we investigate the neural correlates of reactive and proactive control, again making sure we clearly distinguish conscious from unconscious trials.
Unconscious cognitive control
PhD student: Kobe Desender (Co-promotor: Dr. Filip Van Opstal, ULB)
In order to define the borders of unconscious processing, it has been argued that cognitive control is a set of strategic operations exclusively associated with consciousness. The prefrontal cortex is known to play a crucial role in cognitive control, and consequently, most theories state that this brain area cannot be activated by an unconscious task. However, in this project, we adopt a more significant role for unconscious processing, and examine whether cognitive control can also be exerted unconsciously. To address this question, we will study a specific form of cognitive control, namely context effects. A paradigm which circumvents theoretical and methodological problems demonstrated for previous studies will be used. In a first part, it will be tested whether an unconscious context can be created at all. We will examine whether the influence of unconscious ambiguous stimuli on response behavior can be altered depending on the context created by other stimuli presented in the experiment. In a second part, it will be tested whether subjects are also able to use these unconscious contexts to improve responding. We will create one context with mainly congruent and one with mainly incongruent trials, and look whether subjects can adapt to these contexts. In a third part, a functional MRI study will be conducted, to investigate whether, contrary to predictions of current theories, the prefrontal cortex is involved in the adaptation to unconscious contexts.
PhD Research: The mechanisms of subliminal stimuli: A meta-analysis and new experiments