About

I graduated with BSc (Hons) in Psychology from the University of Derby in 1998 and went on to graduate with an MSc in Cognitive Psychology in 2001. I completed my Ph.D. in March 2007 and am employed as an Associate Professor in the Psychology discipline in the School of Human Sciences. My PhD concerned strategies and processing in syllogistic reasoning using a computer based inspection time and process tracing methodology, in order to test current theories of syllogistic inference. 

I developed an online MSc Psychology conversion programme which was the first of its kind to be accredited by the British Psychology Society and have lead this programme since 2011. I have also lead modules on research methods, cognitive psychology and on the psychology of rationality, I am the Cognitive Psychology lead for the psychology team.

I am the current chair of the College of Life and Natural Sciences Research Ethics Committee. 

Research interests

There are three strands to my research: First, fundamental research in the psychology of reasoning, examining the cognitive and neuroscientific underpinnings of our thought processes, with particular interest in dual process accounts of reasoning, decision making and bias that emphasise the interplay between fast intuitive and emotional processing and slow, controlled analytic processing. Second, the development of Psychometric Tools to measure individual differences in a range of domains, for example: academic dispositions and carers related quality of life. Third, applying psychological theory and findings to real world problems including the role of stress in decision-making and cognitive load in complex working environments. Where possible I prioritise student involvement in research with successes on the URSS, TIR, and RICF funds leading to student co-authorships.

Recent publications

• Aubeeluck, A., Dorey, J., Toomi, M., Stupple, E.J.N. et al. (2013) Validity and Reliability of the Huntington's Disease Quality of Life Battery for carers (HDQoL-C): French, Italian and Swedish versions. Quality of Life Research, 1093-8 
• Aubeeluck A. Buchanan H. & Stupple E.J.N (2012). “All the burden on all the carers” – Exploring the notion of Quality of Life with family caregivers of Huntington’s Disease patients. Quality of Life Research, 21, 8, 1425-1435
• Aubeeluck, A., Buchanan, H., & Stupple E.J.N (2013). A Psychometric Comparison of Two Carer Quality of Life Questionnaires in Huntington's Disease: Implications for Neurodegenerative Disorders-A response to: Hagell and Smith (2013) Journal of Huntington's Disease 2 (3) 315–322. Journal of Huntington's Disease, 2(4), 453-454
• Aubeeluck, A., Wilson, E. & Stupple, E.J.N. (2011). Obtaining quality of life for Huntington's disease patients and their families. British Journal of Neuroscience Nursing, 7 (5), 634-638
• Aubeeluck, A., Stacey, G., & Stupple, E. J. (2016). Do graduate entry nursing student’s experience ‘Imposter Phenomenon’?: An issue for debate. Nurse Education in Practice
• Ball L. J. & Stupple, E. J. N. (2016) Dual-Reasoning Processes and the Resolution of Uncertainty: The Case of Belief Bias. In Laura Macchi, Maria Bagassi, and Riccardo Viale (Eds.) Cognitive Unconscious and Human Rationality, MIT Press, Cambridge
• Cheung, K. Y. F., Elander, J., Stupple, E. J. N., & Flay, M. (2016). Academics’ understandings of the authorial academic writer: a qualitative analysis of authorial identity. Studies in Higher Education, 1-16
• Cheung, K. Y. F., Stupple, E. J. N., & Elander, J. (2017). Development and validation of the Student Attitudes and Beliefs about Authorship Scale: a psychometrically robust measure of authorial identity. Studies in Higher Education, 42(1), 97-114
• Christensen, M., Aubeeluck, A., Fergusson, D., Craft, J., Knight, J., Wirihana, L., & Stupple, E.J.N.(2016). Do student nurses experience Imposter Phenomenon? An international comparison of Final Year Undergraduate Nursing Students readiness for registration. Journal of Advanced Nursing
• Clewley, R., & Stupple, E. J. N. (2015). The vulnerability of rules in complex work environments: dynamism and uncertainty pose problems for cognition. Ergonomics, 58(6), 935-941
• Duro E., Elander, J. Maratos, F. A., Stupple, E. J. N.* & Aubeeluck, A. V. (2013). In Search of Critical Thinking in Psychology: An Exploration of Student and Tutor Understanding in Higher Education.  Psychology Learning and Teaching 12(3), 275-281
• Luo, J.,  Liu, X., Stupple, E.J.N.* Zhang, E ., Xiao, X. Jia, L., Yang, Q., Li, H., & Zhang, Q., (2013). Cognitive control in belief-laden reasoning during conclusion processing: An ERP study, International Journal of Psychology, 48 (3), 224-231
• Luo, J., Tang, X., Zhang, E., & Stupple, E. J. N.* (2014). The neural correlates of belief-bias inhibition: the impact of logic training. Biological psychology, 103, 276-282
• Massad, E., dos Santos, P. C. C., da Rocha, A. F., & Stupple, E. J. N.(2018). The Monty Hall problem revisited: Autonomic arousal in an inverted version of the game. PloS one, 13(3), e0192542
• Oliveira, D., Aubeeluck, A., Stupple, E. J. N., Kim, S., & Orrell, M. (2019). Factor and reliability analysis of a brief scale to measure motivation to change lifestyle for dementia risk reduction in the UK: the MOCHAD-10. Health and quality of life outcomes, 17(1), 75
• Simonovic, B., Stupple, E. J. N., Gale, M., Sheffield, D. (2016) Stress and Risky Decision-making: Cognitive Reflection, Emotional Learning or Both? Journal of Behavioural Decision Making
• Stupple, E.J.N., & Ball, L.J. (2007). Figural effects in a syllogistic evaluation paradigm: An inspection-time analysis. Experimental Psychology, 54, 120-127
• Stupple, E. J. N. & Ball, L. J. (2008) Belief-logic conflict resolution in syllogistic reasoning: Inspection-time evidence for a parallel-process model, Thinking & Reasoning, 14:2, 168 — 181
• Stupple, E. J. N.* & Ball, L. J (2011) Normative benchmarks are useful for studying individual differences in reasoning. Behavioral and Brain Sciences, 34 (5), 270-271
• Stupple, E. J. N.* & Ball, L. J (2011) The chronometrics of confirmation bias: Evidence for the inhibition of intuitive judgements. Behavioral and Brain Sciences 34 (2), 89-90
• Stupple E.J.N.* & Ball L.J. (2014). The intersection between Descriptivism and Meliorism in reasoning research: further proposals in support of ‘soft normativism.’ Frontiers in Psychology 5:1269
• Stupple, E. J. N.* & Ball, L. J & Ellis, D. (2013) Matching Bias in Syllogistic Reasoning: Evidence for a Dual-Process Account from Response Times and Confidence Ratings Thinking & Reasoning, 19 (1), 54-77
• Stupple, E. J. N. & Ball, L. J; Evans J. St. B. T; & Kamal-Smith, E.N. (2011) When Logic and Belief Collide: Individual Differences in Reasoning Times Support a Selective Processing Model. Journal of Cognitive Psychology 23 (8), 931-941 
• Stupple, E. J. N.* , Gale, M. & Richmond, C. (2013) Working Memory, Cognitive Miserliness and Logic as Predictors of Performance on the Cognitive Reflection Test In M. Knauff, M. Pauen, N. Sebanz, & I. Wachsmuth (Eds.), Proceedings of the 35th Annual Conference of the Cognitive Science Society (pp. 1396-1401). Austin, TX: Cognitive Science Society
• Stupple, E. J. N.*, Maratos, F. A., Elander, J., Hunt, T. E., Cheung, K. Y., & Aubeeluck, A. V. (2017). Development of the Critical Thinking Toolkit (CriTT): A measure of student attitudes and beliefs about critical thinking. Thinking Skills and Creativity, 23, 91-100
• Stupple, E. J. N.*, Pitchford, M., Ball, L. J., Hunt, T. E., & Steel, R. (2017). Slower is not always better: Response-time evidence clarifies the limited role of miserly information processing in the Cognitive Reflection Test. PloS one, 12(11), e0186404
• Stupple E.J.N.* & Waterhouse, E. F. (2009). Negations in syllogistic reasoning: evidence for a heuristic-analytic conflict. Quarterly Journal of Experimental Psychology, 62:8, 1533 - 1541
• Yin, Y., Yu, T., Wang, S., Zhou, S., Tang, X., Stupple, E. J.N.*, & Luo, J. (2018). Event-related potentials support a dual process account of the Embedded Chinese Character Task. Neuropsychologia, 121, 186-192
• Zhou, S., Yin, Y., Yu, T., Stupple, E. J. N.*, & Luo, J. (2018). Exploring the experience of novelty when viewing creative adverts: an ERP study. Frontiers in psychology, 9, 471

Membership of professional bodies

• Senior Fellow of the Higher Education Academy

Qualifications

Undergraduate qualifications

• BSc (Hons) Psychology, University of Derby

Postgraduate qualifications

• MSc Cognitive Psychology, University of Derby

Research qualifications

• PhD Inspection-Time Analysis of Syllogistic Reasoning Processes, University of Derby

Recent conferences

• Stupple, E. J. N Normative benchmarks, response-times, confidence and individual differences in reasoning and critical thinking, 2nd Symposium on Metacognition.Keynote speaker, Rijeka, Croatia. September 2017
• Stupple E. J. N. & Benbow-Hebbert, A. (2016)  The new paradigm in reasoning: Probabilistic responses to syllogisms show standard belief bias effects, BPS Cognitive Section, Barcelona
• Stupple E. J. N.  & Ball L. J. (2016) In defence of soft normativism in reasoning research Invited symposium Rationality and normativity: The place of normative models in higher mental processing International Conference on Thinking, Brown University, MA 
• Stupple, E., J, N., Hunt, T.,, Pitchford, M., & Ball, L. J. (2014) Slower isn't always better: Response-times present challenges for the cognitive miserliness account of the Cognitive Reflection Test. BPS Cognitive Psychology Section Annual Conference 2014 Nottingham Trent University
• Stupple, E. J. N., Gale, M. & Richmond, C. (2013) Working Memory, Cognitive Miserliness and Logic as Predictors of Performance on the Cognitive Reflection Test. The 35th Annual Conference of the Cognitive Science Society, Humbolt University, Berlin
• Stupple, E. J. N., Ball, L. J. & Ellis, D. (2012). Matching bias in syllogistic reasoning: Response times and confidence ratings support a dual-process account. 7^thInternational Conference on Thinking, Birkbeck, University of LondonStupple E. J. N. (2010) Critical thinking for International Students. International Psychology Students: Gaining Insight, Developing Strategy. University of Westminster

Teaching responsibilities

I have a range of teaching responsibilities at undergraduate and postgraduate levels. These are predominantly focused on cognitive psychology and research methods.