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My research covers cognitive neuroscience in healthy and clinical populations (e.g. ADHD) and neuroscience-based interventions (e.g. neurofeedback). For these purposes, I utilize the latest methodological developments in advanced EEG analysis (e.g. source-reconstruction, connectivity analysis) and real-time EEG analysis and feedback.

I am motivated to translate neuroscience to applications outside the lab. One such example, is a classroom-based growth-mindset intervention in which psychosocial and neurofeedback techniques are combined. In a newly developed neurofeedback application, students experience actual control of their own brain. We expect a synergy between psychosocial and neurofeedback classes, as both emphasize aspects of learning that one can control, while differing in how it is relayed (theoretical versus practical).

This study is part of a larger effort to take neuroscience research out of the lab and into working classrooms and other real-life settings, using portable brain technology (for more information, see https://earli.org/efg-01).

One of my other interests is to unravel the underlying neural mechanisms of treatment response in well-designed randomized controlled trials. This may benefit further development and optimization of interventions, but can also serve to untangle specific from non-specific effects. Furthermore, I study neural processes associated with attention, inhibition and error monitoring, and autonomic nervous system indices of arousal, stress and effort.