Tom Stafford is professor of cognitive science at the University of Sheffield. His work applies insights from neuroscience, experimental design and data science to the topics decision-making, reasoning and bias. He is also senior research fellow at the Research on Research Institute, where he works with research funders to develop experiments that test improvements in the research funding system. Learn more.
Tom Stafford
Professor of cognitive science
University of Sheffield
Selected articles
- “Quantifying the benefits of using decision models with response time and accuracy data” | Behavior Research Methods
- “The experimental research funder’s handbook” | Research on Research Institute
- “The ideological Turing test: A behavioral measure of open-mindedness and perspective-taking” | Cognitive Science
Explore more from The Transmitter
Amid funding uncertainty, graduate neuroscience programs in the U.S. adapt
The Transmitter surveyed 50 graduate program directors to learn how they’re faring. Securing labs for new students is one of the greatest concerns.
Amid funding uncertainty, graduate neuroscience programs in the U.S. adapt
The Transmitter surveyed 50 graduate program directors to learn how they’re faring. Securing labs for new students is one of the greatest concerns.
The changing nature of the neuroscience Ph.D.
The best science can only be sustained by a steady influx of early-stage scientists and the innovative ideas they bring, says Diane Lipscombe. She reflects on the loss of international students, the value of training grants, and the challenges that lie ahead for graduate education.
The changing nature of the neuroscience Ph.D.
The best science can only be sustained by a steady influx of early-stage scientists and the innovative ideas they bring, says Diane Lipscombe. She reflects on the loss of international students, the value of training grants, and the challenges that lie ahead for graduate education.
Rethinking neuroscience graduate education in the age of AI
What knowledge from traditional training protocols needs to be maintained, what can be discarded, and what new types of training should be introduced? Six neuroscientists weigh in.
Rethinking neuroscience graduate education in the age of AI
What knowledge from traditional training protocols needs to be maintained, what can be discarded, and what new types of training should be introduced? Six neuroscientists weigh in.