About



We learn all the time all sorts of things in our own unique ways. Our learning experiences are different and make us the unique people we are.


The Learning Machines Lab studies learning in humans and in machines from developmental, neurocognitive, computational and educational perspectives.


We are particularly interested in individual differences in learning related to neurodiversity and autism.

We are also interested in cross-linguistic and cross-cultural differences.

The ultimate aim is to apply knowledge from the study of individual differences in learning to education and everyday life.


The lab is based at the Department of Psychology of Edge Hill University in Ormskirk, UK.


Publications

Karaminis, T., Hintz, F., Scharenborg, O. (2022). The presence of background noise extends the competitor space in native and non-native spoken-word recognition: insights from computational modeling. Cognitive Science, e13110.

Aithal, S., Karkou, V., Makris, S., Karaminis, T., Powell, J. (2021) Impact of Dance Movement Psychotherapy on the wellbeing of caregivers of children with Autism Spectrum Disorder. Public Health, 200, 109-115

Aithal, S., Moula, Z., Karkou, V., Karaminis, T., Powell, J., Makris, S. (2021). A Systematic Review of the Contribution of Dance Movement Psychotherapy towards the Wellbeing of Children with Autism Spectrum Disorder. Frontiers in Psychology, 423.

Aithal, S., Karkou, V., Makris, S., Karaminis, T., Powell, J. (2021). A dance movement psychotherapy intervention for the wellbeing of children with autism spectrum disorders: a pilot intervention study. Frontiers in Psychology 12, 2672.

Karaminis, T., Arrighi, R., Forth, G., Burr, D., & Pellicano, E. (2020). Adaptation to the Speed of Biological Motion in Autism. Journal of Autism and Developmental Disorders, doi:10.1007/s10803-019-04241-4.

Karaminis, T., Sideridis, G., & Stavrakaki, S. (2019). Ερωτηματολόγιο Αξιολόγησης Επικοινωνιακών Ικανοτήτων, Social Communication Questionnaire – Greek Edition, WPS/ Glafki, Athens, ISBN 978-61805420-01-7 (in Greek).

Karaminis, T., & Scharenborg, O. (2018). The effects of background noise on native and non-native spoken-word recognition: A computational modelling approach. In Proceedings of the 40th Annual Conference of the Annual Conference of the Cognitive Science Society, Madison, WI, USA.

Croydon, A., Karaminis, T., Neil, L., Burr, D., & Pellicano, E. (2017). The light-from-above prioris intact in autistic children. Journal of Experimental Child Psychology, 161, 113-125, doi:10.1002/aur.1749.

Karaminis, T., Neil, L., Manning, C., Turi, M., Fiorentini, C., Burr, D., & Pellicano, E. (2017). Ensemble perception of emotions in autistic and typical children and adolescents. Developmental Cognitive Neuroscience, 24, 51-62.

Karaminis, T., Lunghi, C., Neil, L., Pellicano, E., Burr, D. (2017). Binocular rivalry in children on the autism spectrum. Autism Research, 10, 1096-1106.

Karaminis, T., Cicchini, M., Neil, L., Cappagli, G., Aagten-Murphy, D., Burr, D., & Pellicano, E. (2016). Central tendency effects in temporal interval reproduction in autism. Scientific Reports, 6:28570.

Manning, C., Kilner, J., Neil, L., Karaminis, T., & Pellicano, L. (2016). Children on the autism spectrum update their behaviour in response to a volatile environment. Developmental Science, 20. doi: 10.1111/desc.12435

Turi, M., Karaminis, T., Pellicano, E, & Burr, D. (2016). No rapid audiovisual recalibration in adults on the autism spectrum. Nature Scientific Reports, 6, 21756.

Neil, L., Cappagli, G., Karaminis, T., Jenkins, R., & Pellicano, L. (2016). Recognising the same faces in different contexts: Testing within-person face recognition in typical development and autism. Journal of Experimental Child Psychology, 143, 139-153.

Manning, C., Neil, L., Karaminis, T., & Pellicano, L. (2015). The effects of motion grouping on speed discrimination abilities in typically developing children and children with autism. Journal of Vision, 15, 17.

Karaminis, T., Neil, L., Manning, C., Turi, M., Fiorentini, C., Burr, D., & Pellicano, E. (2015). Ensemble perception of emotions in children with autism is similar to typically developing children. Journal of Vision, 15, 916.

Karaminis, T., Turi, M., Neil, L., Badcock, N., Burr, D., & Pellicano, L. (2015). Atypicalities in adaptation in autism do not extent to perceptual causality. PLoS ONE, 10 (3): e0120439.

Karaminis, T. (2015). Causal modelling of developmental disorders: Insights from animal and computational models of Specific Language Impairment. In J. van Herwegen & D. Riby (Eds.) Neurodevelopmental Disorders: Research Challenges and Solutions. (pp. 70-92). Psychology Press.

Karaminis, T., & Thomas, M. S. C. (2015). The relationship between SLI in English and Modern Greek: Insights from computational modelling. In S. Stavrakaki (Ed.) Current Trends in Research on Specific Language Impairment. (pp. 145-174) John Benjamins.

Filippi, R., Karaminis T., & Thomas, M. S. C. (2014). Language switching in bilingual production: empirical data and a computational model. Bilingualism: Language and Cognition, 2, 294-315.

Thomas, M. S. C., Baughman, F. D., Karaminis, T., & Addyman, C. J. M. (2014). Modelling developmental disorders. In C. Marshall (Ed.), Current Issues in Developmental Disorders (pp. 93-124). London, UK: Psychology Press.

Karaminis, T., & Thomas, M. S. C. (2012) Connectionism. In Seel, Norbert M. (Ed.), Encyclopedia of the Sciences of Learning (pp. 767-771). New York, NY: Springer.

Karaminis, T., & Thomas, M. S. C. (2012). Connectionist Theories of Learning. In Seel, Norbert M. (Ed.), Encyclopedia of the Sciences of Learning (pp. 771-775). New York, NY: Springer.

Thomas, M. S. C., Karaminis, T., & Knowland, V. P. (2010). What is typical language development? Language Learning & Development, 6, 62-169.

Karaminis, T., & Thomas, M. S. C. (2010). A cross-linguistic model of the acquisition of in morphology in English and Modern Greek. In S. Ohlsson & R. Catrambone (Eds.), Proceedings of 32nd Annual Conference of the Cognitive Science Society, August 11-14, 2010, Portland, Oregon, USA (pp. 730-735).