Massimiliano - Statistics tutor - London
Massimiliano - Statistics tutor - London

Massimiliano's profile, diploma and contact details have been verified by our experts

Massimiliano

  • Rate £55,527
  • Response 1h
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    Number of students Massimiliano has accompanied since arriving at Superprof

Massimiliano - Statistics tutor - London
  • 5 (7 reviews)

£55,527/hr

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  • Statistics

Tutor in Statistics and statistical programs (SPSS,R,matlab)

  • Statistics

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About Massimiliano

************I receive my students at my home address in Greenwich (1 min walk from the DLR/Rail Station), but occasionally I travel (within a cycling distance from Greenwich)***************


******FOR STUDENT IN CENTRAL LONDON: Please contact to arrange tutoring at Birkbeck College Location************

I have taught research methods and statistics in the first, second and third year for a BSc course, and also for a course in the MSc of cognitive neuroscience.



If you are considering my help please drop me a line about what you need to learn and I will be able to give you an overview about how many sessions you may need and how we can work it out.

About my background:

I am currently employed at Birkbeck College (UK) as a sessional lecturer in one of the module of the MSc in Psychology. My research uses behavioural, electrophysiological methodologies (EEG/ERP); this methodologies were also used during my past PhD project. I have two papers published, a third one that has been accepted subject to revision, and others in preparation. I have extensive experience in analytics and in teaching research methods and I also have a teaching qualification for teaching adults that allowed me to register as a fellow of the Higher Education Academy (HEA)
During the course of my PhD, since October 2011 I was employed as a Teaching Assistant (TA) in the Department of Psychological Sciences, teaching primarily Statistics and Research Methods. As a TA I gained teaching experience and was able to view the learning and teaching experience from the perspective of a teacher. My duties are (but not only limited to):

Supervising students during their practical classes (mainly research methods); liaising with colleagues regarding the activities of the students, leading research projects for groups of students; attending periodic learning and teaching meetings; extra private tuitions; seminar leaders; lecturing, essay marking; dealing with individual undergraduate enquiries; use of virtual learning environments such as moodle and Bloomsbury Learning Environment (BLE) /Blackboard.

As a result of my teaching experience and my research project, I have extensive knowledge of research methods and programming skills (particularly in R, MatLabTM and SPSS) that can be transferable to a variety of work environments and not only limited to academic workplaces.


The aim of my PhD project was to investigate individual differences in the level of awareness when people are engaged in attentional tasks, and to try to understand how attentional mechanisms and working memory relate to why some individuals neglect unexpected (yet relevant to the task) visual stimuli. The goal was to identify the reasons why some people are less likely to notice changes or unexpected stimuli on a screen when they are performing a demanding task. This phenomenon is called Inattentional Blindness (IB; Jensen, Yao, Street, & Simons, 2011), and exhibiting it may provide an indication of a general tendency to neglect unexpected visual stimuli in analogous scenarios. Such a tendency has important implications for areas of human risk assessment (e.g., aviation, rail, nuclear power plants, surgery; see: Green, 2003; Harris, 2011; Budau, 2011; Musson, 2009; Paries & Amalberti, 1995), attention, and the conscious awareness of visual stimuli (Mack & Rock, 1998; Most, Scholl, Clifford, & Simons, 2005; Most, Simons, Scholl, Jimenez, Clifford & Chabris, 2001; Papera, Cooper, & Richards, 2014; Papera & Richards, accepted; Papera & Richards, under review). This implies clinical implications in selected workforces where levels of inattention (e.g., neglecting crucial yet unexpected visual stimuli) have to be very low to avoid critical consequences.


By manipulating visual aspect of the scenes via a saliency model used as a fitness function of a Genetic Algorithm (GA) I produced artificial unbiased stimuli that revealed differences in searching behaviour (in terms of accuracy and reaction times), as well as different EEG patterns that differentiated people into two class: Inattentionally Blind (IB; more likely to neglect unexpected visual stimuli) and Non-IB individuals. Results show that responsiveness and processing capacity of the occipital-parietal areas reflected in the latencies of the N1 and N2pc respectively are associated with the tendency to neglect unexpected stimuli and suggest an overall difference in the brain capacity to filter irrelevant information. Please refer tomy publications that discuss behavioural and psychophysiological differences.
My research was carried out on individuals from the general population. It entailed using Matlab and Eprime 2.0 for the administration of some of the tests; moreover, brain signals (e.g. EEG/ERPs) and behavioural performance (e.g., accuracy, reaction times) were analysed, and therefore this required extensive data analysis mainly carried out in excel, R, SPSS, Matlab, Neuroscan.
I also have interest in clinical psychology and have had experience with clinical and non-clinical populations. During my MSc in experimental psychology I performed a study at two schools to investigate how the provision of cognitive support affects the ability to mentalise (Theory of Mind, ToM) in children of 5-6 and 10-11 years of age. ToM refers to the ability to attribute beliefs to oneself and others; for example, ‘I think that you think that I think A….’. I used a mathematical dynamic systems approach to the study of second-order ToM (e.g., John knows that Mary knows that he cheated during the exam). Two main dimensions were assessed: comprehension (i.e., to understand a mental state) and prediction (i.e., to predict someone else’s future behaviour). Because dynamic systems (a mathematical law that predict and/or explain over the time the development of a given cognitive skill; see for instance Van Geert, 1993) try to explain the interplay between different cognitive skills or subcomponent, the relationship between ToM comprehension and prediction was evaluated using a hyper-logistic dynamic model (i.e., a model where growth of a cognitive skill occurs rapidly and then saturates). This was used to study the ToM growth in the two age groups (5-6 year and 10-11 year old children). In both age groups, participants were assigned to a condition of “Support” (help provided) or “Non-Support” (help not provided). Results showed that when support was supplied, 5-6 years old children present an increase in the second-order prediction performance at the expense of the second-order comprehension, suggesting that a lack of efficiency in second-order prediction rules is most likely the cause of the poor performance in the condition without support, rather than a working memory immaturity per se.
I worked independently to organise the research, the data collection, liaise with the personnel at the schools and perform the analyses.
In 2010 I spent 6 months as a clinical psychologist assistant. At the time my main activities involved the analysis of therapies (i.e., observing live therapies [single individuals, families with children, couples] on screen to assess the patient’s perceptive-reactive system in order to identify possible interventions within the framework of an evidenced-based approach; see Nardone & Watzlawick, 2005) in individuals who showed different disorders (mainly obsessive compulsive-disorders, eating disorder, panic disturbs, panic attacks, phobia, personality disorders, anxiety). Currently I am also preparing, with my co-authors, a paper to be submitted to a clinically-relevant journal on the influence of contextual cues on the interpretation of emotionally ambiguous stimuli. When an ambiguous stimulus (e.g., a fear/happy morphed expression) is presented without a context, anxious individuals are more likely to interpret the expression as being fearful whereas non-anxious individuals would be more likely to view the expression as being happy. However, when this stimulus is presented with a negative or positive context, it tends to be interpreted in line with the context (context sensitivity) rather than in line with their mood (i.e., mood congruent). In the current experiment, we presented angry/neutral and happy/neutral face morphs on negative, neutral or positive backgrounds. We examined the LPP event-related-potential (ERP) component, as this reflects emotional modulation of processing in visual areas. Preliminary analyses showed support for the context sensitivity hypothesis, with the LPP augmented for the anger/neutral morphs when presented on a negative compared to a neutral background. Likewsie, a positive compared to a neutral context was associated with LPP augmentation for the happy/neutral expressions. However, we found some evidence that this context effect may be particularly evident in anxious compared to non-anxious individuals, indicating that anxious individuals are more likely than non-anxious to make mood incongruent classifications in positive contexts.

Finally, I am in the process of applying for research funding to extend and develop the findings from my PhD research. I am particularly interested in developing behavioural and physiological measures to investigate further brain-behaviour mechanisms by using a perceptual training paradigm. This may have beneficial effects in terms of reducing the tendency to inattention. This research has the potential to impact for the wider community, with the possibility of developing a battery of diagnostic tests for commercial use to assess selected workforces.



Massimiliano Papera, PhD


for more information please google the term "inattention-analytics" you will find more information about myself (it ends with .co.uk)

University :
- University College London - PhD [Accepted with no corrections]

Other Qualifications :
Graduate Certificate in Teaching and Supporting in Higher Education Birkbeck College, University of London, UK
Merit

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Statistics teacher at London.

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levels

Primary

secondary

Seconde

Première

Terminale

BTS

Professional training

Facultate (Licență)

Masters

Diplomgrad

Doctorate

MBA

All languages in which the lesson is available

English

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