Mark Gardner joined the University of Westminster in 2000, and is now Principal Lecturer in Psychology. He is course leader for BSc Psychology, and serves on the Undergraduate Education Committee of the British Psychological Society.
Mark was trained at University College London. His PhD research examined evidence for imitation in animals under the supervision of Prof Cecilia Heyes. His postdoctoral research, as part of a Wellcome Trust funded project led by Prof Lucy Yardley, examined the role of attention in normal and abnormal balance system function.
I currently lead a core module in Cognitive Psychology taken by all undergraduate students on Psychology BSc (Honours) and Cognitive Neuroscience BSc (Honours), as well as a popular final year option module in neuropsychology called Cognitive Disorders. My teaching in these, and other, modules focuses on the psychology of normal and abnormal perception.
I help to promote innovation and excellence in education within the University by contributing to the University of Westminster's ground-breaking Broad Vision project. I currently teach on the Art/Science collaboration module that resulted from this project. This is an option module that may be taken by students on Psychology BSc (Honours) during their second year.
As an active member of the Undergraduate Education Committee of the British Psychological Society (BPS), I contribute to the development of the discipline and help to promote standards of undergraduate psychology education nationally.
The main focus of my research is on the cognitive processes underlying spatial perspective-taking. This work explores how we mentally transform our own perspective so that it aligns with the perspective of another person. My collaborators and I have been examining the role played by response inhibition in adopting a new perspective, how mental simulation is involved in transforming current perspective, and the modulation of these processes by strategy.
Gardner, M.R., Brazier, M., Edmonds, C.J., Gronholm, P.C. (2013). Strategy modulates spatial perpective-taking: evidence for dissociable disembodied and embodied routes. Frontiers in Human Neuroscience.
In collaboration with the Nutrition, Hydration and Cognition lab at UEL, I am also investigating the effects of hydration on cognitive performance. Fundamental work has concentrated on developing a better understanding of the effect of water supplementation on cognitive performance. This research has provided foundations for applied research, for example the association between fluid availability and students' performance in exams, which has attracted media interest www.bbc.co.uk/news/education-17741653.
Edmonds, C.J., Gardner, M.R., Crombie, R., Bailleux, H. & Dawkins, L. (2013). Water consumption, not expectancies about water consumption, affects cognitive performance in adults. Appetite, 60, 148-153.