Shukla, U. & Singh, N. (Manuscript in Revision). Comprehension of Irony in L1 and L2 in Hindi-English Bilinguals: Effect of Cognitive, Linguistic and Meta-Linguistic Abilities. Bilingualism: Language and Cognition.
Lowe, C. J., Shukla, U., & Morton, J. B. (2026). Cognitive Functions—An Overview of the Different Domains. The Handbook of Physical Activity and Cognitive Neuroscience, 46-64.
Shukla, U. & Singh, N. (2026). Validation of Hindi and English ironic sentences for bilingual comprehension research. Journal of Psycholinguistic Research, 55(4), 65.
Singh, K., Shukla, U., & Jaseel, C. K. (2025). Evaluating the Efficacy of a Virtual-Reality-Based Well-being Intervention: Insights from an Indian Study. Journal of Technology in Behavioral Science, 1-11.
Singh, K., Shukla, U. & Jaseel, C. K. (2025). Digital Platforms for Mental Well-being in India: Status, Strategies, and Future. Journal of the Indian Academy of Applied Psychology, 51(2), 220–240.
Shukla, U. & Singh, N. (2025, November 17). Cognitive, Linguistic, and Meta-Representational Influences on Irony Comprehension in Bilinguals. [Poster Presentation]. South Asian Forum on the Acquisition and Processing of Language 2025, University of Colorado, Boulder, USA.
Shukla, U., Singh, A. & Rai, K. (2024, December 14). Does Temporal Attention Influence Perceived Time and Temporal Sensitivity? [Poster Presentation]. 11th Annual Conference of Cognitive Science, IIT Bombay, India.
Shukla, U. (2024, September 6). Hands-on Training with PsychoPy Software. [Invited Talk]. Speaker and Trainer for 4-hour Workshop, Ramanujan College, University of Delhi.
Shukla, U., Sharma, S., & Kumar, A. (2023, December 12). Monetary and Temporal Sunk Cost Fallacy: A Comparative Study Across Three Generations [Oral Presentation]. Judgment and Decision Making Conference, IIT Kanpur, India.
Shukla, U. & Singh, A. (2023, December 9). Does Temporal Attention Dilate the Perceived Duration? [Poster Presentation]. 10th Annual Conference of Cognitive Science, IIT Kanpur, India.
Shukla, U. (2023, August 28–29). Experimental Psychology and Quantitative Research Methods. [Invited Talk]. Speaker and Trainer for 6-hour Workshop, Ramanujan College, University of Delhi.
Tiwari, D. N., Shukla, U., & Uppal, K. (2022, March 10). Relating Social Support to Life Satisfaction in Older Adults [Oral Presentation]. International Conference on Healthy Ageing, Jain University and NIMHANS.
Research Projects
I have had the opportunity to be part of several research and course-based projects across different areas of psychology. Each project has contributed to my growth as a researcher by strengthening my understanding of experimental design, data analysis, and the diverse methods used to study cognition and behavior.
Dr. Niharika Singh, Assistant Professor
Centre of Behavioural and Cognitive Sciences (CBCS)
Master’s Thesis Student
Research Ideation: Developed the research idea focusing on bilingual irony comprehension using eye-tracking methods with thorough literature review.
Stimulus Validation: Created and validated a bilingual Hindi-English stimulus set specifically designed for irony comprehension research.
Design & Data Collection: Designed behavioral tasks in PsychoPy, implemented the eye-tracking reading study in Experiment Builder, and collected multiple datasets, including linguistic assessments, meta-representational measures (via Google Forms), and eye-tracking data from participants.
Analysis: Conducted comprehensive data analyses using Python, R, and Jamovi, including implementing Bayesian regression models to examine gaze patterns and comprehension effects.
Report Writing: Prepared two manuscripts: one focusing on stimulus creation and validation and the other detailing the main eye-tracking study findings.
Motivation & Background: Irony comprehension requires integrating linguistic, cognitive, and meta-representational abilities, and bilingualism adds complexity due to differences in proficiency and cultural context. Previous research has largely focused on monolinguals, leaving a gap in understanding how bilinguals process irony across L1 and L2.
Research Aim: To investigate how Hindi-English bilinguals comprehend irony in their first and second languages, examining contributions of language proficiency, executive functions, and meta-representational skills while using culturally validated stimuli.
Methodology: The study combined eye-tracking reading tasks with behavioral, linguistic, and meta-representational assessments. Behavioral tasks were designed in PsychoPy, eye-tracking implemented in Experiment Builder, and linguistic and meta-representational measures collected via Google Forms. Eye-tracking captured dwell times and fixation patterns across sentence regions to assess real-time processing of ironic versus literal statements.
Validation Study: English irony texts were culturally adapted, translated to Hindi, back-translated, and reviewed by experts. Sixty bilingual participants rated stimuli on familiarity, comprehension, clarity, ironic intent, and translation quality, resulting in a final validated set of 50 ironic-literal pairs and 10 fillers. The stimuli were highly comprehensible, contextually clear, and effectively conveyed ironic intent.
Sample Details: 60 Hindi-English bilingual adults with ≥65% proficiency in both languages participated.
Analysis Strategy: Data were analyzed using R, Python, and Jamovi, with mixed-design ANOVAs and Bayesian regression models to examine language, statement type, and cognitive predictors of irony processing. Dependent variables included dwell times, fixation counts, and comprehension scores.
Key Results: Ironic sentences elicited same dwell times as literal sentences, but with indicating increased processing demands. L1 reading was faster than L2, and working memory predicted L1 performance while L2 proficiency and Theory of Mind predicted L2 comprehension. Region-specific analyses showed differential effects of cognitive and meta-representational factors.
Interpretation & Discussion: Bilingual irony comprehension depends on the interplay of cognitive, linguistic, and meta-representational abilities, with L1 and L2 processing differentially mediated by these factors. Findings align with prior monolingual studies but extend them to cross-linguistic contexts. Eye-tracking provides fine-grained insights into real-time irony processing in bilinguals.
Implications / Practical Applications: Validated Hindi-English stimuli provide a resource for cross-linguistic irony research. Results inform models of bilingual pragmatic processing and may guide language education and cognitive assessment for bilingual populations.
Publications
Singh, N., & Shukla, U. (Submitted). Comprehension of Irony in L1 and L2 in Hindi-English Bilinguals: Effect of Cognitive, Linguistic and Meta-Linguistic Abilities. Bilingualism: Language and Cognition.
Singh, N., & Shukla, U. (Submitted). Validation of Hindi and English Ironic Sentences for Bilingual Comprehension Research
Presentations & Conferences
Shukla, U. & Singh, N. (Selected. 2025, November 17–19). Cognitive, Linguistic, and Meta-Representational Influences on Irony Comprehension in Bilinguals. [Poster Presentation]. South Asian Forum on the Acquisition and Processing of Language 2025, University of Colorado, Boulder, USA.
Skills Acquired
Designed and analyzed eye-tracking experiments; preprocessed gaze data; interpreted fixation and dwell metrics
Created and validated cross-linguistic bilingual stimuli for irony comprehension studies
Conducted statistical analyses using R, Python, Jamovi, and SPSS, including ANOVAs and Bayesian regression
Ensured experimental control, counterbalancing, and high-quality behavioral data collection
Managed research projects, collaborative writing, and literature evaluation for manuscript preparation
Dr. Shalini Sharma, Assistant Professor
Ramanujan College, University of Delhi
Bachelor Thesis Work
Dr. Ashwini Kumar, Assistant Professor, IGNOU
Research Design & Conceptualization: Developed the core research question, formulated hypotheses, and structured the experimental framework based on identified gaps in the sunk cost literature.
Stimulus & Task Construction: Designed scenario-based experimental tasks targeting monetary and temporal sunk cost conditions, adapted from existing paradigms for generational comparison.
Participant Recruitment & Data Collection: Recruited a balanced sample across three generational cohorts (Gen Z, Millennials, Gen X), administered tasks, and ensured adherence to experimental protocols.
Data Cleaning & Statistical Analysis: Organized raw data, performed accuracy checks, coded responses, and conducted inferential statistical analyses using SPSS and Jamovi, including chi-square and trend analyses.
Manuscript Writing & Conference Preparation: Drafted and revised research manuscript for peer-reviewed submission; designed oral presentation materials and presented findings at a national academic conference.
Motivation & Background: This study was initiated to investigate the relationship between generational cohort and susceptibility to the sunk cost fallacy across monetary and temporal domains, addressing a gap in the literature.
Research Aim: To examine how monetary and temporal sunk cost effects influence decision-making across three generational cohorts.
Methodology: Five scenarios were constructed based on established scenarios from previous studies, culturally adapted for Indian participants. Participants were randomly assigned to conditions. The study was conducted using a custom experimental setup built in PsychoPy.
Sample Details: The sample comprised 105 participants, with 35 individuals each from Gen Z, Millennials, and Gen X. Gender distribution: 58 female, 47 male.
Analysis Strategy: Data were analyzed using SPSS and Jamovi. Statistical tests included Chi-square tests of independence, and trend analyses. Emphasis was placed on identifying generational differences and comparing temporal and monetary sunk cost responses.
Key Results: The study found that susceptibility to the sunk cost fallacy varied across generations, with Millennials showing the highest tendency. This generational pattern followed an inverted U-shape, suggesting life-stage-related influences on decision-making.
Interpretation & Discussion: The findings reinforce the equivalence of time and money in sunk cost decision-making and reveal an inverted U-shaped generational pattern. This aligns with the mortality-fertility-parenting model, suggesting life-stage-driven cognitive biases influence persistence in decisions.
Implications / Practical Applications: The study suggests that highlighting future costs over past investments may reduce irrational decisions, especially among younger adults.
Publications
Shukla, U., Sharma, S., & Kumar, A. (2024). Generational Role of Sunk Cost Fallacy in Decision Making. Journal of the Indian Academy of Applied Psychology, 50 (Special Issue April).
Shukla, U., Sharma, S., & Kumar, A. (Submitted). Monetary and Temporal Sunk Costs: Generational Differences in Economic Decision-Making.
Presentations & Conferences
Shukla, U., Sharma, S., & Kumar, A. (2023, December 12). Monetary and Temporal Sunk Cost Fallacy: A Comparative Study Across Three Generations [Oral Presentation]. Judgment and Decision Making Conference, IIT Kanpur, India.
Skills Acquired
Developed expertise in constructing scenario-based decision-making tasks adapted from prior literature.
Learned to efficiently collect, organize, and preprocess participant data across generational cohorts.
Gained proficiency in conducting chi-square tests and trend analyses using SPSS and Jamovi.
Practiced drafting manuscripts and preparing oral presentations for conferences in behavioral economics and cognitive psychology.
Dr. Bhoomika R. Kar, Professor & Head
Centre of Behavioural and Cognitive Sciences
Master's Student
Multiple Research Team Members, Centre of Behavioural and Cognitive Sciences
Behavioural Data Analysis: Managed pre-processing and analysis of behavioural task data to quantify task performance measures.
Linguistic Data Processing: Assisted in organizing and preparing linguistic datasets for integration with neuroimaging analyses.
fMRI Data Pre-processing (SPM & FSL): Performed extensive fMRI pre-processing, including motion correction, slice-timing correction, normalization, and smoothing, using SPM and FSL pipelines.
fMRI Statistical Modelling: Applied GLM and ROI-based analyses to identify activation patterns associated with cognitive control in bilingual participants.
Multimodal Data Integration: Integrated behavioural, linguistic, and fMRI datasets to enable combined analyses for hypothesis testing.
This project investigated how bilingualism influenced cognitive control mechanisms by examining the transfer effects of the cognitive control network across linguistic and non-linguistic tasks using task-based fMRI. Hindi-English bilinguals completed a detailed cognitive profile assessing response inhibition, inhibitory control, and set-shifting, along with a comprehensive linguistic profile. Functional MRI data were collected while participants performed tasks designed to probe cognitive control, and the data were pre-processed and analyzed using SPM to explore neural activation patterns associated with bilingualism.
Skills Acquired
fMRI preprocessing using SPM (motion correction, slice-timing, normalization, smoothing)
First-level GLM setup and analysis in SPM
ROI analysis and extraction of activation estimates
Aligning behavioral task data with fMRI measures
Neuroimaging pipeline setup and workflow management
Dr. Amrendra Singh, Assistant Professor
Centre of Behavioural and Cognitive Sciences
Independent Researcher and Master's Student
Rohit Sudhir Singh, Master's Student, Centre of Behavioural and Cognitive Sciences
Kartik Rai, Research Assistant, Centre of Behavioural and Cognitive Sciences
Design & Conduct of Study: Planned and executed a behavioural psychophysics experiment focused on time perception and attentional influences. Ensured the study design effectively addressed the research questions.
Task & Experimental Setup Development: Created the temporal bisection tasks and built the experimental setup using PsychoPy and E-Prime, enabling precise stimulus presentation and data collection.
Data Collection & Protocol Management: Recruited and guided participants through the study, ensuring strict adherence to experimental protocols and ethical standards.
Data Pre-processing & Analysis: Performed data cleaning, curve fitting, and mixed-model ANOVA to quantify the effect of attentional cues on perceived duration.
Reporting & Coordination: Compiled findings into structured reports, communicated results within the team, and facilitated discussions to interpret and contextualize the data.
Motivation & Background: Time perception is a fundamental cognitive process influenced by attention, arousal, and memory encoding. Prior research suggests that temporal attention can bias how individuals perceive the duration of events, but the mechanisms remain underexplored. This project aims to address this gap by examining how attentional cues alter perceived durations.
Research Aim: To investigate the effect of temporal attention on the perception of time and temporal sensitivity using a controlled behavioural psychophysics paradigm.
Methodology: The study employed a temporal bisection task within an experimental psychophysics paradigm, manipulating attentional cues to examine their effect on perceived duration. Task presentation and data collection were implemented using E-Prime, and participants were required to judge the duration of visual stimuli based on these attentional cues.
Sample Details: The study included 40 healthy adult participants.
Analysis Strategy: Psychophysical responses were analyzed using curve fitting, and mixed-model ANOVA was conducted to assess the impact of attentional conditions on perceived duration. Statistical analyses were performed using standard software such as R or SPSS.
Interpretation & Implications: The findings provide tentative evidence that temporal attention may influence subjective time perception, though results were not strongly significant.
Presentations & Conferences
Singh, A., Shukla, U., & Rai, K. (2024, December 14). Does Temporal Attention Influence Perceived Time and Temporal Sensitivity? [Poster Presentation]. 11th Annual Conference of Cognitive Science, IIT Bombay, India.
Singh, A., & Shukla, U. (2023, December 9). Does Temporal Attention Dilate the Perceived Duration? [Poster Presentation]. 10th Annual Conference of Cognitive Science, IIT Kanpur, India.
Singh, A., & Shukla, U. (2023, Selected). Temporal Attention and Perception of Duration. [Poster Presentation]. 3rd Conference of the Timing Research Forum, Lisbon, Portugal. (Accepted but not presented due to funding constraints)
Skills Acquired
Designed and ran psychophysics experiments
Performed curve fitting and statistical analyses
Proficient in E-Prime for stimulus presentation
Prepared research reports and documentation
Collaborated on studies of attentional mechanisms
Dr. Kamlesh Singh, Professor
Indian Institute of Technology Delhi (ICSSR Funded Project)
Research Assistant
Mr. Jaseel CK, PhD Scholar, IIT Delhi
Module Development: Assisted in designing intervention content by contributing to the psychological task flow and nature-themed VR integration; helped with prototyping and pilot testing of the 5-session structure.
Data Collection Oversight: Coordinated and executed participant recruitment, scheduling, and data collection in one city; supervised field investigators in a second location to ensure protocol fidelity.
Participant Engagement: Troubleshot participant-facing issues during field trials, including VR setup logistics and session flow; helped standardize the delivery process across both sites.
Data Analysis & Interpretation: Contributed to cleaning and analyzing quantitative data using R and Jamovi; performed t-tests and ANOVA; assisted in interpreting results for significance and trends.
Manuscript & Literature Support: Supported literature review, helped contextualize findings with prior studies, and co-drafted sections of the research paper currently under preparation.
Motivation & Background: College students in India face diverse stressors that impact mental health, exacerbated by limited access to natural environments and structured well-being programs. Prior research on nature-based interventions (NBIs) using Virtual Reality (VR) showed promise in clinical settings, but limited data exists for subclinical college populations in India. This study adapted and evaluated a culturally tailored version of the 'Feel Good' VR protocol.
Research Aim: To evaluate the short-term efficacy of a 5-session VR-based positive psychology intervention on the mental well-being of Indian college students.
Methodology: Participants were exposed to a nature-themed 360° VR environment integrated with positive psychology tasks (e.g., gratitude journaling, social bonding, goal setting). Sessions followed a 5-module structure. Psychometric instruments were used at pre-test, post-test, and one-week follow-up.
Sample Details: Total N = 212 college students from two North Indian cities (Intervention group: n = 97; Waitlist control group: n = 115)
Key variables: PSS, DASS (3 subscales), SPANE, SCS, SLWS, BHS
Analysis Strategy: Used R and Jamovi for statistical analyses. Paired & independent-sample t-tests and Repeated Measures ANOVA.
Results & Discussion: The intervention group experienced significant short-term improvements in stress, anxiety, depression, affect balance, and social connectedness compared to the waitlist group. However, the effects diminished by follow-up, possibly due to the shorter session duration, lower baseline distress, or the younger demographic, suggesting a need for extended or reinforced intervention formats to sustain benefits.
Implications / Practical Applications: Findings support the use of brief VR-based interventions in non-clinical educational settings to address mental well-being. The protocol offers a scalable model, though future work should explore sustained effects, longer protocols, and online delivery formats.
Publications
Singh, K., Jaseel C. K., & Shukla, U. (Submitted). Evaluating the Efficacy of a Virtual-Reality-Based Well-being Intervention: Insights from a Randomised Controlled Trial in India.
Skills Acquired
Designing and conducting longitudinal psychological interventions in a college setting
Statistical analysis using R and Jamovi
Drafting academic papers and literature review
Field management in multi-site studies
VR tool implementation in behavioral research
Dr. Kamlesh Singh, Professor
Indian Institute of Technology Delhi (ICSSR Funded Project)
Research Assistant
Multiple Research Team Members, IIT Delhi
Literature Review & Research: Conducted comprehensive reviews of digital interventions for mental health, well-being, and happiness, including apps, web platforms, serious games, and video-based formats.
Framework & Strategy Development: Contributed to theoretical frameworks, intervention strategies, delivery mechanisms, and user experience/interface design.
Intervention Design: Collaborated on multi-activity modules, including video scripting, written content, exercises, and testing procedures.
Pilot Planning & Feedback Integration: Assisted in pilot study setup and integrated participant feedback to refine intervention modules.
Documentation & Reporting: Supported preparation of internal reports, research summaries, and drafts for presentations and manuscripts.
This project addresses the growing need for scalable digital solutions to support student mental health and well-being. Building on evidence that app-based, web-based, and multimedia interventions can enhance happiness and resilience, it focuses on creating a culturally adapted bilingual tool tailored for students. The intervention consists of 27 modules featuring videos, self-reflection exercises, and interactive activities. Pilot testing was planned to gather qualitative feedback from participants to refine the content and delivery. The ultimate aim is to evaluate the tool’s effectiveness in promoting overall well-being.
Publications
Singh, K., Shukla, U., & Jaseel, C. K. (2025). Digital Platforms for Mental Well-being in India: Status, Strategies, and Future. Journal of the Indian Academy of Applied Psychology, 51(2).
Singh, K., Jaseel, C. K., Midha, S., & Shukla, U. (Submitted). The Indian Happiness Map: Perceptions, Strategies, and Cultural Insights.
Skills Acquired
Scripting and developing multi-modal digital intervention modules
Designing pilot studies and integrating participant feedback
Conducting qualitative research and thematic analysis
Reviewing and synthesizing literature on digital mental health interventions
Collaborating in research teams and preparing reports, summaries, and manuscript drafts
Dr. Niharika Singh, Assistant Professor
Centre of Behavioural and Cognitive Sciences (CBCS)
Research Intern
Literature Review & Documentation: Reviewed existing research on bilingualism and attentional control, maintained detailed logs of key findings, and compiled summary reports for reference.
Data Organization & Sorting: Sorted raw behavioral data files by task type, set size, discrimination level, and target presence for streamlined analysis.
Primary Data Analysis & Cleansing: Verified trial labels, addressed inconsistencies, and computed within-subject averages for each experimental condition. Generated organized tables for each condition to facilitate condition-level and group-level statistical analyses.
The project investigates how bilingualism impacts cognitive control in visual attention by studying bilingual participants performing non-conflict visual search tasks, specifically feature and conjunction searches. These tasks varied in set size (small, medium, large), discrimination level (high, low), and target presence (present, absent). The aim is to explore whether bilingualism enhances attentional control in perceptual tasks without response conflict. Data analysis involves sorting raw trial data, calculating condition-wise averages for each participant, and aggregating results to identify cognitive advantages associated with bilingualism.
Skills Acquired
Developed the ability to critically evaluate existing studies in cognitive control and bilingualism.
Learned to organize raw data into analyzable formats across multiple conditions.
Practiced systematic documentation of all project components for internal and publication use.
Acquired skills in mapping and interpreting experimental design complexities (e.g., task type, discrimination, set size).
Change Blindness Experiment
Course: Perception and Attention (1st Year Postgrad)
Brief Description: Investigated change blindness and visual attention by examining effects of shadow and object change. Designed and conducted an experimental study to explore perceptual limitations and attentional mechanisms.
Learning: Experimental design, statistical analysis, report writing, literature review.
Caregiver Interviews – Dyslexia
Course: Clinical Psychology (3rd Year Undergrad)
Brief Description: Interviewed caregivers of individuals with dyslexia to understand care experiences, challenges, and coping strategies. Conducted thematic analysis to extract qualitative insights.
Learning: Interview design, data collection, thematic analysis, report writing.
Patient Interview – Trichotillomania Case
Course: Clinical Psychology (3rd Year Undergrad)
Brief Description: Interviewed and assessed a patient with Trichotillomania. Conducted clinical history taking, mental status examination, and case report preparation.
Learning: Clinical interview, MMSE, case report documentation, literature review.
Job Satisfaction Empirical Study
Course: Organizational Behavior (3rd Year Undergrad)
Brief Description: Examined the relationship between job satisfaction, occupational stress, and affective well-being in Indian workplaces using empirical data collection.
Learning: Data collection, statistical analysis, report preparation.
Organizational Psychology Interview
Course: Organizational Psychology (3rd Year Undergrad)
Brief Description: Conducted interviews and case study analyses to understand employee motivation and organizational policies. Focused on qualitative insights into workplace practices.
Learning: Interview design, thematic analysis, case study documentation, report writing.
Geriatric Psychology Study
Course: Geriatric Psychology (3rd Year Undergrad)
Brief Description: Conducted an empirical study to explore the relationship between social support and life satisfaction in older adults. Collected and analyzed data to examine predictors of well-being.
Learning: Data collection, statistical analysis, report preparation.
Lifestyle Disorder Interviews
Course: Health Psychology (2nd Year Undergrad)
Brief Description: Conducted interviews with patients having lifestyle-related disorders (e.g., Type 2 Diabetes) to understand health behaviors, perceptions, and adherence. Analyzed interviews using thematic analysis.
Learning: Interview design, data collection, thematic analysis, literature review.
Marriage Attitude Survey
Course: Social Psychology (2nd Year Undergrad)
Brief Description: Developed and conducted a mixed-method survey (quantitative and qualitative) to study differences in attitudes toward marriage across generations. Collected and analyzed data to identify patterns and themes.
Learning: Survey design, data collection, statistical and thematic analysis, report writing.
MMSE Lifespan Assessment
Course: Lifespan Development (2nd Year Undergrad)
Brief Description: Assessed two adults using MMSE to understand cognitive functioning across the lifespan. Interpreted results in the context of developmental stages.
Learning: Test administration, scoring, case interpretation, report preparation.
Bhatia Battery & 16 PF Administration
Course: Introduction to Psychology (1st Year Undergrad)
Brief Description: Administered Bhatia Battery and 16 PF to assess cognitive and personality profiles of participants. Focused on understanding test procedures and interpreting outcomes.
Learning: Test administration, scoring, interpretation, report preparation.