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Functional Behavioural Science Laboratory

Dr. Ian Tyndall

My lab’s research is primarily based around six core strands:

  1. Experimental psychopathology: Using Relational Frame Theory and derived stimulus relation we explore how language and cognition function in the development of psychopathology and the underlying processes by which talk therapies and mindfulness-based therapies work.
  2. Utilising relational frame theory to enhance educational attainment, including the SMART intervention programme. This work has been published in the Journal of Behavioural Education with further manuscripts under preparation.
  3. Cognitive psychology research on attention, problem-solving, and decision making. Our cognitive work on attention, attentional bias, and decision making has been published in Consciousness and Cognition, the British Journal of Psychology, and Learning and Behaviour.
  4. The development and application of a behavioural test of implicit cognition and attitudes, the Function Acquisition Speed Test. This work has been published in the Journal of the Experimental Analysis of Behaviour and The Psychological Record.
  5. Ostracism/Social exclusion and the application of the psychological flexibility model. This work has been published in the Journal of Contextual Behavioural Science.
  6. Psychometric tests of the psychological flexibility model.

Current projects and available participation opportunities 

  • Analysis of processes underlying the Acceptance and Commitment Therapy model of psychological flexibility.
  • Application of the SMART online intervention programme in primary and secondary schools to enhance educational outcomes.
  • Attentional Bias and approach-avoidance conflicts in threat and anxiety.
  • Future projects will include applications of virtual reality software, transcranial direct stimulation (tDCS), and functional near infra-red spectroscopy 

Some recent past projects

  • Analysis of perceptual load and attentional capacities in Autism Spectrum Disorder and neurotypical samples
  • Examination of dynamic methods to examine cognition and decision making in the moment (i.e., mouse-tracking analyses)
  • Analyses of the roles of stimulus function and stimulus familiarity in stimulus equivalence class formation and derived relational responding
  • Psychological flexibility as a coping mechanism in ostracism

Any other member(s) involved including faculty, PhD students, research volunteers

University of Chichester members:

  • Shane McLoughlin, PhD candidate, University of Chichester
  • Dr. Thomas Gladwin, University of Chichester
  • Dr. Antonina Pereira, University of Chichester
  • Dr. Moitree Banarjee, University of Chichester
  • Professor Iain Greenlees, University of Chichester

External Laboratory Partners and Collaborators:

  • Dr. Daniel Waldeck, Coventry University, UK
  • Dr. Bryan Roche, Maynooth University, Ireland
  • Dr. Paolo Riva, University of Milano-Biccoca, Italy
  • Dr. Luca Pancani, University of Milano-Biccoca, Italy
  • Jamie Cummins, Ghent University, Belgium.
  • Dr. Denis O’Hora, NUI Galway, Ireland
  • Professor Robert Whelan, Trinity College Dublin, Ireland
  • Dr. David Dawson, University of Lincoln, UK
  • Dylan Colbert, Maynooth University, Ireland
  • Dr. Eric Wesselmann, Illinois State University, USA

Recent publications

Tyndall, I., Ragless, L., & O’Hora, D. (2018). Effects of perceptual load and socially meaningful stimuli on crossmodal selective attention in Autism Spectrum Disorder and neurotypical samples. Consciousness and Cognition, 60, 25-36.

Tyndall, I., Waldeck, D., Riva, P., Wesselmann, E., & Pancani, L. (2018). Psychological flexibility and ostracism: Experiential avoidance rather than cognitive fusion moderates distress from perceived ostracism over time. Journal of Contextual Behavioural Science, 7, 72-80.

Colbert, D., Tyndall, I., Roche, B., & Cassidy, S. (2018). Can SMART training really increase intelligence? A replication study. Journal of Behavioural Education. Doi: 10.1007/s10864-018-9302-2

Cummins, J., Roche, B., Tyndall, I., & Cartwright, A. (2018). The relationship between differential stimulus relatedness and implicit test effect sizes. Journal of the Experimental Analysis of Behaviour. Doi:10.1002/jeab.437

Gladwin, T. E., Mobius, M., McLoughlin, S., & Tyndall, I. (2018). Anticipatory versus reactive spatial attention to threat. British Journal of Psychology. Doi:10.1111/bjop.12309

Waldeck, D., Tyndall, I., Riva, P., & Chniel, N. (2017). How do we cope with ostracism? Psychological flexibility moderates the relationship between everyday ostracism experiences and psychological distress. Journal of Contextual Behavioural Science, 6, 425-432.

Tyndall, I., Papworth, R., Roche, B., & Bennett, M. (2017). Differential effects of word-repetition rate on cognitive defusion of believability and discomfort of negative self-referential thoughts postintervention and at one-month follow-up. The Psychological Record, 67, 377-386.

Tyndall, I., Howe, B., & Roche, B. T. (2016). Exposure to progressive muscle relaxation leads to enhanced performance on derived relational responding tasks. The Psychological Record, 66, 213-222. doi 10.1007/s40732-016-0163-6

Waldeck, D., Tyndall, I., & Chmiel, N. (2015). Resilience to ostracism: A qualitative inquiry. The Qualitative Report, 20, 1646-1670.

O’Hora, D., Tyndall., I. T., McMorrow, M., Dale, R. A. C. (2013). Using action dynamics to assess competing stimulus control during stimulus equivalence testing. Learning and Behaviour, 41, 256-270. doi 10.3758/s13420-013-0102-1.

Roche, B., O’Reilly, A., Ruiz, M., Tyndall, I., & Gavin, A. (2012). The Function acquisition speed test (FAST): A behavior-analytic implicit test for assessing stimulus relations. The Psychological Record, 62, 507-528.

Tyndall, I. T., Roche, B., & James, J. E. (2009). The interfering effect of emotional stimulus functions on stimulus equivalence class formation: Implications for the understanding and treatment of anxiety. European Journal of Behaviour Analysis, 10, 121-140.

Tyndall, I. T., Roche, B., & James, J. E. (2004). The relationship between stimulus functions and equivalence class formation. Journal of the Experimental Analysis of Behaviour, 81, 257-266.