Innovations in data handling, analysis, and sharing are major drivers of progress in neuroimaging research. This, combined with a recent surge in databases and tools for sharing and analyzing neuroimaging data, has raised a number of question that my research aims to address:
What role does data manipulation and analysis play in the production of scientific knowledge? How are new technologies for sharing, organizing, and analyzing data and theories changing the norms of evidence in neuroimaging research? How are these technologies bringing research communities, theories, data and analysis techniques together in novel ways? What role do different data analysis techniques play in using data as evidence for claims about phenomena it was not produced to investigate? How does the use of new technologies change the way cognitive scientists interpret the data they work with?
My approach to addressing these questions is informed by the day-to-day practice of neuroscience, and as such I am an active member the Poldrack Lab at Stanford University, and work closely with the neuroscientists who use and develop the tools and technologies that I study the impact of.
I am also interested in teaching and learning. I have two in progress projects in these domains. The first involves developing strategies for evaluating student participation that is inclusive of different modes of engagement, and incentivizes students to develop meta-cognitive skills. The second is an investigation of the use of games and game-based activities in the classroom that aims to develop tools for teaching philosophy through play. Materials related to these two projects can be found under the Resources tab on this site.