This research examines how stress during adolescence produces lasting, sex-specific cognitive effects in adulthood. Using an animal model, the work replicates learning and attention deficits seen in humans and investigates cellular communication mechanisms underlying these changes, with the goal of reducing the long-term cognitive impact of adolescent stress.

Large unstructured lecture breaks often disrupt learning, causing distraction and poor recall. This research tests structured “consolidation pauses” where students spend 2–5 minutes reviewing material before break. Results show improved retention, better peer relationships, and up to a full letter-grade boost, demonstrating that small instructional changes markedly improve learning outcomes.

Babies are exceptional learners, possibly because they use surprise to guide attention and learning. My research shows that infants learn more after surprising physical or social events. Adults show a Goldilocks effect—optimal learning from moderate surprise. Understanding surprise-based learning in babies may help improve future artificial intelligence systems.

Learning a new language, even later in life, can boost attention within a single week and support long-term cognitive resilience. Intensive language learners outperform peers in non-language courses, with benefits spanning ages 18–78. Practising five hours weekly maintains gains, offering a promising, accessible strategy for stroke recovery and dementia delay.

This research compares three experimental models of anxiety — threat of shock, CO₂-induced panic, and speech-induced social anxiety — to reveal how each affects cognition. Findings show distinct patterns in attention, memory, and loss aversion, offering insights that could improve and better tailor treatments for anxiety disorders.