Research

I have a BSc in Psychology, an MSc in Educational Neuroscience, and a PhD in Psychological Sciences, and worked as a researcher in both education and psychology. I am a Chartered Psychologist and an Associate Fellow of the British Psychological Society. I started science communication for fun while intending to continue my career in academic research, and eventually found that I enjoyed the communication more than the research.

I have a particular passion for educational neuroscience, an interdisciplinary scientific endeavour that aims to discover more about the science behind teaching and learning, with the ultimate goal of improving learning for everyone.

During my postdoc at Birkbeck, University of London, I worked with Dr Georgina Donati to create a film about the adolescent brain for teachers. Watch the video below and find out more on the Centre for Educational Neuroscience website.

Academic publications

Dumontheil, I., Brookman-Byrne, A., Tolmie, A. K., & Mareschel, D. (2022). Neural and cognitive underpinnings of counterintuitive science and math reasoning in adolescence. Journal of Cognitive Neuroscience, 34(7), 1205-1229.

Brookman-Byrne, A., & Dumontheil, I. (2020). Brain and cognitive development during adolescence: Implications for science and mathematics education. In J. Harrington, J. Beale, A. Fancourt, & C. Lutz (Eds.), The 'BrainCanDo' handbook of teaching and learning: Practical strategies to bring psychology and neuroscience into the classroom (pp. 203-221). Routledge.

Brookman-Byrne, A. (2019). The cognitive and neural bases of science and maths reasoning in adolescence. Doctoral thesis, Birkbeck, University of London.

Brookman-Byrne, A., Mareschal, D., Tolmie, A. K., & Dumontheil, I. (2019). The unique contributions of verbal analogical reasoning and nonverbal matrix reasoning to science and maths problem-solving in adolescence. Mind, Brain, and Education, 13(3), 211-223.

Brookman-Byrne, A., & Commissar, L. (2019). Future avenues for educational neuroscience from the perspective of EARLI SIG 22 conference attendees. Mind, Brain, and Education, 13(3), 176-183.

Bishop, D. V. M., Brookman-Byrne, A., Gratton, N., Gray, E., Holt, G., Morgan, L., Morris, S., Paine, E., Thornton, H., & Thompson, P. (2019). Language phenotypes in children with sex chromosome trisomies [version 2; referees: 3 approved]. Wellcome Open Research, 3, 143.

Brookman-Byrne, A., Mareschal, D., Tolmie, A. K., & Dumontheil, I. (2018). Inhibitory control and counterintuitive science and maths reasoning in adolescence. PLoS ONE, 13(6), e0198973.

Brookman-Byrne, A., & Thomas, M. S. C. (2018). Neuroscience, psychology, and education: Emerging links. Impact, 2, 5-8.

Mareschal, D., & Brookman-Byrne, A. (2017). Educational neuroscience. In B. Hopkins, E. Geangu, & S. Linkenauger (Eds.), The Cambridge encyclopedia of child development (2nd ed.) (pp. 582-587). Cambridge University Press.

Commissar, L., & Brookman-Byrne, A. (2017). IMBES pre-conference: Using insight from research to improve education. Mind, Brain, and Education, 12(4), 193-199.

Muijs, D., & Brookman, A. (2016). Quantitative methods. In C. Chapman, D. Muijs, D. Reynolds, P. Sammons, & C. Teddlie (Eds.), Routledge international handbook of educational effectiveness and improvement: Research, policy and practice (pp. 173-201). Routledge.

Brookman, A. (2016). The genetics of language disorders. PsyPAG Quarterly, 99, 33-36.

Brookman, A. (2015). Why and how we should all be making our research open access. PsyPAG Quarterly, 94, 53-54.

Brookman, A., McDonald, S., McDonald, D., & Bishop, D. V. M. (2013). Fine motor deficits in reading disability and language impairment: same or different? PeerJ, 1:e217.