Sofia Guzzoni
Class of 2025
Class of 2025
Entrant, Regeneron Science Talent Search ‘25
Schizophrenia is an acute mental illness that is characterized in part by visual, as well as auditory hallucinations, which can be extremely debilitating to the individual depending on the severity of the diagnosis. Schizophrenia’s symptoms are categorized into two main types. The first are positive symptoms, which include hallucinations, delusions, and disorganized thinking. The second is negative symptoms, which involve diminished emotional expression, social withdrawal, and a lack of motivation or pleasure in everyday activities. This illness affects approximately 24 million individuals worldwide, and 2.8 million adults in the United States.
While these hallucinations have been vastly studied in patients with schizophrenia, there is a knowledge gap regarding the underlying perceptual processes that are less understood, especially how these processes differ from those in healthy individuals. For example, visual and auditory pathways are crucial for accurate emotion recognition in healthy development. These skills are essential for social interaction and are typically robust by adolescence. Past research has shown that deficits in auditory emotion recognition, and facial emotion perception are both core features of schizophrenia, as well as key components of social cognitive impairment. These deficits in emotion recognition could also be translated to poor ability to recognize tonal or prosodic features of speech that convey emotion. This would include changes in base pitch and pitch variability.
To understand this issue, I studied how visual and auditory processes develop in healthy children and adolescents, and this became the baseline that helped me understand the differences between patients with schizophrenia and healthy controls. Furthermore, this helped me understand how visual and auditory pathways develop in patients with schizophrenia and differ from healthy development, leading to hallucinations or psychosis later on in development.
Most difficult part of your research project?
It was finding the motivation to continuously work on it, even when there were parts that I didn’t want to do. For example, analyzing my data or even just doing the tedious parts like sending emails out to parents and teachers was not fun and time-consuming, and I ran into technical issues and other problems that I had to solve along the way.
Proudest accomplishment in ASR?
It is my sophomore review article. Being a new and very intimidated sophomore in the class, I never expected to overcome all of the obstacles I faced in writing the paper. There were new skills and topics I had to learn, which made reading each article very time-consuming yet rewarding.
What’s a misconception that people have about ASR or ASR students?
People think ASR students walk into the class with everything figured out, as if we’re naturally organized, never procrastinate, and just somehow thrive under pressure. That couldn’t be further from the truth. I’ve failed so many times in this class, up until the very end, whether it was pulling an all-nighter because I put something off for way too long, or just burning out and going weeks without doing anything. The thing is, we all have moments like that. ASR is hard, and no one gets through it without falling apart a little at times, but the great thing about ASR is that we are all going through the same kind of struggle.