Karen Lander

My research in cognitive psychology focuses on face perception and recognition, particularly how facial movement supports the recognition of familiar faces under difficult viewing conditions. I investigate the cognitive mechanisms underlying familiar face recognition, including how facial motion contributes to identity processing and memory. My work also explores individual differences in face recognition ability, ranging from developmental prosopagnosia (face blindness) to “super-recognisers” with exceptional recognition skills. Alongside these theoretical questions, I am interested in applied issues such as whether moving CCTV footage improves the accurate identification of suspects compared with static images, and how this research can inform real-world decision-making in applied contexts.

Alongside this disciplinary research, I have developed a strong profile in the Scholarship of Teaching and Learning (SoTL), with work focused on assessment equity, transition pedagogy and student success in higher education. I am particularly interested in how institutional structures and assessment practices shape student engagement and progression, especially during periods of academic transition such as during resits or return from interruption. My recent work has explored evidence-informed approaches to supporting students during resits, including the development of a student-partnered “Resit Roadmap” framework. I contribute to wider sector discussions on student success and SoTL through publications, conferences, external examining and national quality assurance work.