Dr Irene Reppa

Uwch-ddarlithydd

Psychology

+44 (0) 1792 295963

i.reppa@abertawe.ac.uk

915B
Nawfed Llawr
Adeilad Vivian
Campws Singleton

Ar gael ar gyfer Goruchwyliaeth Ôl-raddedig

Dolenni Ymchwil

https://orcid.org/0000-0002-2853-2311

Trosolwg

Cafodd Dr. Irene Reppa D.Phil. o Brifysgol Bangor, lle bu ganddi swydd Swyddog Ymchwil am 2 flynedd, cyn cymryd swydd Athro Cynorthwyol yn Adran Seicoleg Prifysgol Abertawe.

Mae diddordebau a chyhoeddiadau ymchwil Irene yn disgyn i bedwar categori eang: Cydnabod Gwrthrychau (gyda ffocws ar gynrychioli priodweddau siâp ac arwyneb), Sylw a Chof yn Seiliedig ar Wrthrychau (gyda ffocws ar fecanweithiau ataliol), Canfyddiad a Gweithredu (gyda ffocws ar sut gall y potensial i ddarganfod gwybodaeth am wrthrych arwain ein gweithredoedd yn awtomatig), ac Apêl a Pherfformiad Esthetig, gyda ffocws ar ddylanwad apêl esthetig ar berfformiad ac ymddygiad.

Cefnogwyd gwaith Irene gan Unilever, SR-Research (Ltd.), y Cyngor Ymchwil Economaidd a Chymdeithasol, Ymddiriedolaeth Leverhulme, a Sefydliad Niwrowyddoniaeth Wybyddol Cymru, a’r Cyngor Ymchwil Economaidd a Pheirianneg a Gwyddorau Ffisegol (EPSRC).

Mae Irene ar gael i oruchwylio myfyrwyr PhD ym meysydd canfyddiad a sylw gwrthrychau, cof, estheteg a pherfformiad, ac effeithiau ymwybyddiaeth ofalgar ar wybyddiaeth.

Meysydd Arbenigedd

Sylw
Cof
Canfyddiad-gweithredu
Cydnabod gwrthrych
Estheteg

Uchafbwyntiau Gyrfa

Diddordebau Addysgu

Canfyddiad a Sylw

Cof Seicoleg

Estheteg

Prif Wobrau

Cyhoeddiadau

Uchafbwyntiau Ymchwil

McDougall, S., Reppa, I., & Taylor, J. (2023). Nudge and bias in subjective ratings? The role of icon sets in determining ratings of icon characteristics. Behavior Research Methods, 55(7), 3513-3530.
https://doi.org/10.3758/s13428-022-01973-7, SU Repository: https://cronfa.swan.ac.uk/Record/cronfa61396
Reppa, I. & McDougall, S. (2022). Aesthetic appeal influences visual search performance. Attention, Perception, and Psychophysics, 84, 2483-2506.
https://doi.org/10.3758/s13414-022-02567-3, SU Repository: https://cronfa.swan.ac.uk/Record/cronfa61395
Collaud, R., Reppa, I., Défayes, L., McDougall, S., Henchoz, N., & Sonderegger, A. (2022). Design standards for icons: The independent role of aesthetics, visual complexity and concreteness in icon design and icon understanding. Displays, 74, 102290
https://doi.org/10.1016/j.displa.2022.102290, SU Repository: https://cronfa.swan.ac.uk/Record/cronfa60870
Leek, E. & Reppa, I. (2022). The role of parvocellular and magnocellular shape maps in the derivation of spatially integrated 3D object representations. Cognitive Neuropsychology, 39(1-2), 92-94.
https://doi.org/10.1080/02643294.2022.2069486, SU Repository: https://cronfa.swan.ac.uk/Record/cronfa59920
http://dx.doi.org/10.1080/02643294.2022.2069486
JONES, R., Reppa, I., & Reed, P. (2023). Self-esteem and Social Media Dependency: a Structural Equation Modelling Approach to Comparing Primary Welsh and Non-Welsh Speakers. Trends in Psychology, 31(4), 716-739.
https://doi.org/10.1007/s43076-022-00177-4, SU Repository: https://cronfa.swan.ac.uk/Record/cronfa59883

Holl Ymchwil

Erthyglau Cylchgronau

Jones, R., Reppa, I., & Reed, P. (2024). Relationship between education in the Welsh medium and self-esteem for primary Cymreag and English speakers. Journal of Multilingual and Multicultural Development, 0, 1-11.
https://doi.org/10.1080/01434632.2024.2405230, SU Repository: https://cronfa.swan.ac.uk/Record/cronfa67654
JONES, R., Reppa, I., & Reed, P. (2023). Self-esteem and Social Media Dependency: a Structural Equation Modelling Approach to Comparing Primary Welsh and Non-Welsh Speakers. Trends in Psychology, 31(4), 716-739.
https://doi.org/10.1007/s43076-022-00177-4, SU Repository: https://cronfa.swan.ac.uk/Record/cronfa59883
McDougall, S., Reppa, I., & Taylor, J. (2023). Nudge and bias in subjective ratings? The role of icon sets in determining ratings of icon characteristics. Behavior Research Methods, 55(7), 3513-3530.
https://doi.org/10.3758/s13428-022-01973-7, SU Repository: https://cronfa.swan.ac.uk/Record/cronfa61396
Jones, R., Reppa, I., Reed, P., & Jones, R. (2022). Perceptions of linguistic parity on social media: a qualitative comparison between primary Cymraeg and English-medium secondary school pupils. International Journal of Bilingual Education and Bilingualism, 25(10), 3659-3672.
https://doi.org/10.1080/13670050.2022.2072171, SU Repository: https://cronfa.swan.ac.uk/Record/cronfa59918
http://dx.doi.org/10.1080/13670050.2022.2072171
Reppa, I. & McDougall, S. (2022). Aesthetic appeal influences visual search performance. Attention, Perception, and Psychophysics, 84, 2483-2506.
https://doi.org/10.3758/s13414-022-02567-3, SU Repository: https://cronfa.swan.ac.uk/Record/cronfa61395
Collaud, R., Reppa, I., Défayes, L., McDougall, S., Henchoz, N., & Sonderegger, A. (2022). Design standards for icons: The independent role of aesthetics, visual complexity and concreteness in icon design and icon understanding. Displays, 74, 102290
https://doi.org/10.1016/j.displa.2022.102290, SU Repository: https://cronfa.swan.ac.uk/Record/cronfa60870
Leek, E. & Reppa, I. (2022). The role of parvocellular and magnocellular shape maps in the derivation of spatially integrated 3D object representations. Cognitive Neuropsychology, 39(1-2), 92-94.
https://doi.org/10.1080/02643294.2022.2069486, SU Repository: https://cronfa.swan.ac.uk/Record/cronfa59920
http://dx.doi.org/10.1080/02643294.2022.2069486
Reppa, I., McDougall, S., Sonderegger, A., & Schmidt, W. (2021). Mood moderates the effect of aesthetic appeal on performance. Cognition and Emotion, 35(1), 15-29.
https://doi.org/10.1080/02699931.2020.1800446, SU Repository: https://cronfa.swan.ac.uk/Record/cronfa54981
Reppa, I., Williams, K., Greville, W., & Saunders, J. (2020). The relative contribution of shape and colour to object memory. Memory & Cognition, 48
https://doi.org/10.3758/s13421-020-01058-w, SU Repository: https://cronfa.swan.ac.uk/Record/cronfa54479
Reppa, I. & Leek, E. (2019). Surface diagnosticity predicts the high-level representation of regular and irregular object shape in human vision. Attention, Perception, & Psychophysics, 1-20.
https://doi.org/10.3758/s13414-019-01698-4, SU Repository: https://cronfa.swan.ac.uk/Record/cronfa48936
Reppa, I., Williams, K., Worth, E., Greville, W., & Saunders, J. (2017). Memorable objects are more susceptible to forgetting: Evidence for the inhibitory account of retrieval-induced forgetting. Acta Psychologica, 181, 51-61.
https://doi.org/10.1016/j.actpsy.2017.09.012, SU Repository: https://cronfa.swan.ac.uk/Record/cronfa35474
McDougall, S., Reppa, I., Kulik, J., & Taylor, A. (2016). What makes icons appealing? The role of processing fluency in predicting icon appeal in different task contexts. Applied Ergonomics, 55, 156-172.
https://doi.org/10.1016/j.apergo.2016.02.006, SU Repository: https://cronfa.swan.ac.uk/Record/cronfa26364
Reppa, I., Greville, W., & Leek, E. (2015). The role of surface-based representations of shape in visual object recognition. The Quarterly Journal of Experimental Psychology, 68(12), 2351-2369.
https://doi.org/10.1080/17470218.2015.1014379, SU Repository: https://cronfa.swan.ac.uk/Record/cronfa20014
Reppa, I. & McDougall, S. (2015). When the going gets tough the beautiful get going: aesthetic appeal facilitates task performance. Psychonomic Bulletin & Review, 22(5), 1243-1254.
https://doi.org/10.3758/s13423-014-0794-z, SU Repository: https://cronfa.swan.ac.uk/Record/cronfa20013
Pothos, E. & Reppa, I. (2014). The fickle nature of similarity change as a result of categorization. The Quarterly Journal of Experimental Psychology, 67(12), 2425-2438.
https://doi.org/10.1080/17470218.2014.931977, SU Repository: https://cronfa.swan.ac.uk/Record/cronfa18040
Reppa, I., Pothos, E., & Reppa, I. (2013). Predicting similarity change as a result of categorization. Cognitive Processing, 14(1), 101-101.
https://doi.org/10.1007/s10339-012-0532-2, SU Repository: https://cronfa.swan.ac.uk/Record/cronfa16537
Reppa, I., Worth, E., Greville, W., Saunders, J., & Greville, J. (2013). The representation of response effector and response location in episodic memory for newly acquired actions: Evidence from retrieval-induced forgetting. Acta Psychologica, 143(2), 210-217.
https://doi.org/10.1016/j.actpsy.2013.03.007, SU Repository: https://cronfa.swan.ac.uk/Record/cronfa14643
Reppa, I., Schmidt, W., & Ward, R. (2012). Informational affordances: evidence of acquired perception–action sequences for information extraction. Psychonomic Bulletin & Review, 19(3), 418-428.
https://doi.org/10.3758/s13423-012-0223-0, SU Repository: https://cronfa.swan.ac.uk/Record/cronfa6926
Reppa, I., Schmidt, W., & Leek, E. (2012). Successes and failures in producing attentional object-based cueing effects. Attention, Perception, & Psychophysics, 74(1), 43-69.
https://doi.org/10.3758/s13414-011-0211-x, SU Repository: https://cronfa.swan.ac.uk/Record/cronfa6925
Reppa, I., Fougnie, D., & Schmidt, W. (2010). How does attention spread across objects oriented in depth?. Attention, Perception, & Psychophysics, 72(4), 912-925.
https://doi.org/10.3758/APP.72.4.912, SU Repository: https://cronfa.swan.ac.uk/Record/cronfa6922
Leek, E., Reppa, I., Rodriguez, E., & Arguin, M. (2009). Surface but not volumetric part structure mediates three-dimensional shape representation: Evidence from part–whole priming. The Quarterly Journal of Experimental Psychology, 62(4), 814-830.
https://doi.org/10.1080/17470210802303826, SU Repository: https://cronfa.swan.ac.uk/Record/cronfa6924
Reppa, I. & Leek, E. (2006). Structure-based modulation of IOR is triggered by object internal but not occluding shape features. Quarterly Journal of Experimental Psychology, 59(11), 1857-1866.
SU Repository: https://cronfa.swan.ac.uk/Record/cronfa17064
Leek, E., Reppa, I., & Arguin, M. (2005). The structure of 3D object shape representations: Evidence from whole- part matching. Journal of Experimental Psychology: Human Perception & Performance., 31, 668-684.
SU Repository: https://cronfa.swan.ac.uk/Record/cronfa17065
Leek, E., Reppa, I., & Tipper, S. (2003). Inhibition-of-return for objects and locations in static displays. Perception & Psychophysics, 65(3), 388-395.
SU Repository: https://cronfa.swan.ac.uk/Record/cronfa17066
Reppa, I. & Leek, E. (2003). The modulation of inhibition-of-return across object internal structure: Implications for theories of object-based attentional selection. Psychonomic Bulletin & Review, 10(2), 493-502.
SU Repository: https://cronfa.swan.ac.uk/Record/cronfa17067

Llyfrau Awdurol

McDougall, S. & Reppa, I. (2013). Human-Computer Interaction. Human-Centred Design Approaches, Methods, Tools, and Environments
https://doi.org/10.1007/978-3-642-39232-0, SU Repository: https://cronfa.swan.ac.uk/Record/cronfa17068

Penodau Llyfrau

McDougall, S., Reppa, I., Smith, G., & Playfoot, D. (2009). Beyond Emoticons: Combining Affect and Cognition in Icon Design. Engineering Psychology and Cognitive Ergonomics (pp. 62-80). Springer-Verlag
https://doi.org/10.1007/978-3-642-02728-4_8, SU Repository: https://cronfa.swan.ac.uk/Record/cronfa17069

Cyfraniadau Cynadleddau

Borgo, R., Abdul-Rahman,, A., Mohamed, F., Grant, P., Reppa, I., Floridi, L., Chen, M., & Reppa, I. (2012). An Empirical Study on Using Visual Metaphors in Visualization. In IEEE Transactions on Visualization and Computer Graphics
SU Repository: https://cronfa.swan.ac.uk/Record/cronfa12366
McDougall, S., Reppa, I., & Reppa, I. (2008). Why do I like It? the Relationships between Icon Characteristics, user Performance and Aesthetic Appeal. In Proceedings of the Human Factors and Ergonomics Society Annual Meeting (pp. 1257-1261).
https://doi.org/10.1177/154193120805201822, SU Repository: https://cronfa.swan.ac.uk/Record/cronfa18041
Reppa, I., Playfoot, D., S.J.P., M., & Reppa, I. (2008). Visual Aesthetic Appeal Speeds Processing of Complex but not Simple Icons. In Proceedings of the Human Factors and Ergonomics Society Annual Meeting (pp. 1155-1159).
https://doi.org/10.1177/154193120805201801, SU Repository: https://cronfa.swan.ac.uk/Record/cronfa9061

Goruchwyliaeth

An examination of the cognitive processing of icons by neurodiverse individuals (Autism and ADHD) across the lifespan. (cyfredol)

PhD

Goruchwyliwr arall: Dr Cristina Izura
Duration Judgement Deficits and Schizophrenic Liability: What Drives Them and Can They Be Manipulated? (dyfarnwyd 2023)

PhD

Goruchwyliwr arall: Prof Phil Reed
A meta-scientific approach to understanding stress regulation (dyfarnwyd 2023)

PhD

Goruchwyliwr arall: Dr Gabriela Jiga-Boy
Exploring the cultural perceptions of Autism Spectrum Disorders (ASD) (cyfredol)

PhD

Goruchwyliwr arall: Prof Phil Reed
Self-esteem and social media dependency: A comparative analysis of Welsh and English medium pupils’ perceptions. (dyfarnwyd 2023)

PhD

Goruchwyliwr arall: Prof Phil Reed

Modiwlau a Addysgir

PSA111 Cognition I: Basic Processes

The module introduces key theoretical and methodological issues in two main areas of cognitive psychology: Attention, and Perception. Following a historical review of cognitive psychology, the students are introduced to research topics surrounding each of these areas of cognition. The module will introduce students to the different methodologies used during the past 50 years to study cognition and later concentrate on discussing the basic perceptual and attentional processes. This module also explores in more depth the current research topics and the rigorous scientific debates surrounding these areas of cognition. The module will concentrate on the way modern methodologies can be used to probe mental capabilities and discover facts about the way our brains receive, process and act upon information from different sensory modalities.
PSGS00 Year Abroad, San Francisco State University

This module is for Psychology students taking the intercalary study year at San Francisco State University.
PSGS16 Year Abroad, California State University

This module is for Psychology students taking the intercalary study year at California State University.
PSGS17 Year Abroad, Nanyang Technological University Singapore

This module is for Psychology students taking the intercalary study year at Nanyang Technological University Singapore.
PSGS18 Year Abroad, York University Canada

This module is for Psychology students taking the intercalary study year at York University, Canada.
PSGS19 Year Abroad University of Windsor Canada

This module is for Psychology students taking the intercalary study year at University of Windsor, Canada.
PSY111 Cognition I: Basic Processes

The module introduces key theoretical and methodological issues in two main areas of cognitive psychology: Attention and Perception. Following a historical review of cognitive psychology, the students are introduced to research topics surrounding each of these areas of cognition. The module will introduce students to the different methodologies used during the past 50 years to study cognition and later concentrate on discussing the basic perceptual and attentional processes. This module also explores in more depth the current research topics and the rigorous scientific debates surrounding these areas of cognition. The module will concentrate on the way modern methodologies can be used to probe mental capabilities and discover facts about the way our brains receive, process and act upon information from different sensory modalities.
PSY319 Independent Research Project

Students conduct an independent research project under the supervision of a member of staff. The research topic is decided in conjunction with supervisors and Research topics. Students must design, conduct, analyse and write up a piece of research in order to achieve Graduate Basis for Chartership with the British Psychological Society (BPS). They must also complete an Ethical Considerations Form, showing that they have considered and resolved ethical issues relating to their project, and that they have implemented appropriate best practices for improving the reproducibility of their research.
PSY319W Prosiect Ymchwil Annibynnol

Mae myfyrwyr yn cynnal prosiect ymchwil annibynnol dan oruchwyliaeth aelod o staff. Penderfynir ar bwnc yr ymchwil ar y cyd â goruchwylwyr a phynciau Ymchwil. Rhaid i fyfyrwyr ddylunio, cynnal, dadansoddi ac ysgrifennu darn o ymchwil er mwyn cyflawni Sail Graddedig ar gyfer Siarter gyda Chymdeithas Seicolegol Prydain (BPS). Rhaid iddynt hefyd lenwi Ffurflen Ystyriaethau Moesegol, gan ddangos eu bod wedi ystyried a datrys materion moesegol sy'n ymwneud â'u prosiect, a'u bod wedi gweithredu arferion gorau priodol ar gyfer gwella atgynyrchioldeb eu hymchwil.
PSY322 Psychology of Aesthetics

The module will introduce students to the Psychology of Aesthetics ¿ an interdisciplinary topic spanning diverse fields of science, including philosophy, arts and humanities, design and ergonomics, psychology, cognitive neuropsychology, and neuroscience and computer science (specifically human-computer interaction or HCI). The module will start with the concept of aesthetics in Philosophy and Art and the history of experimental aesthetics. Studies from psychology, HCI, cognitive neuropsychology and cognitive neuroscience will be discussed in the context of theoretical models of aesthetic beauty, and we will examine the factors contributing to making something aesthetically pleasing and the implications of aesthetic beauty on emotions, behaviour and performance.
PSY325 Independent Research Project - Joint Honours

Students conduct an independent research project under the supervision of a member of staff. The research topic is decided in conjunction with supervisors and research topics. Students must design, conduct, analyse and write up a piece of research in order to achieve Graduate Basis for Chartership with the British Psychological Society (BPS). They must also complete an ethical considerations form, showing that they have considered and resolved ethical issues relating to their project, and that they have implemented appropriate best practices for improving the reproducibility of their research.
PSY325W Prosiect Ymchwil Annibynnol - Anrhydeddau ar y Cyd

Mae myfyrwyr yn cynnal prosiect ymchwil annibynnol dan oruchwyliaeth aelod o staff. Penderfynir ar bwnc yr ymchwil ar y cyd â goruchwylwyr a phynciau ymchwil. Rhaid i fyfyrwyr ddylunio, cynnal, dadansoddi ac ysgrifennu darn o ymchwil er mwyn cyflawni Sail Graddedig ar gyfer Siarter gyda Chymdeithas Seicolegol Prydain (BPS). Rhaid iddynt hefyd lenwi ffurflen ystyriaethau moesegol, gan ddangos eu bod wedi ystyried a datrys materion moesegol sy'n ymwneud â'u prosiect, a'u bod wedi gweithredu arferion gorau priodol ar gyfer gwella atgynyrchioldeb eu hymchwil.

Hanes Gyrfa

Swyddog Ymchwil, Prifysgol Bangor

2001 - Presennol
Athro Cynorthwyol, Prifysgol Abertawe

2003 - Presennol

Swyddi Cysylltiedig

Arweinydd is-thema yn Sefydliad Awen, Prifysgol Abertawe

2019 - 2022

Dr Irene Reppa

Rhif ffôn

Cyfeiriad ebost

Dolenni Ymchwil

Trosolwg

Meysydd Arbenigedd

Uchafbwyntiau Gyrfa

Uchafbwyntiau Ymchwil

Holl Ymchwil

An examination of the cognitive processing of icons by neurodiverse individuals (Autism and ADHD) across the lifespan. (cyfredol)

Duration Judgement Deficits and Schizophrenic Liability: What Drives Them and Can They Be Manipulated? (dyfarnwyd 2023)

A meta-scientific approach to understanding stress regulation (dyfarnwyd 2023)

Exploring the cultural perceptions of Autism Spectrum Disorders (ASD) (cyfredol)

Self-esteem and social media dependency: A comparative analysis of Welsh and English medium pupils’ perceptions. (dyfarnwyd 2023)

PSA111 Cognition I: Basic Processes

PSGS00 Year Abroad, San Francisco State University

PSGS16 Year Abroad, California State University

PSGS17 Year Abroad, Nanyang Technological University Singapore

PSGS18 Year Abroad, York University Canada

PSGS19 Year Abroad University of Windsor Canada

PSY111 Cognition I: Basic Processes

PSY319 Independent Research Project

PSY319W Prosiect Ymchwil Annibynnol

PSY322 Psychology of Aesthetics

PSY325 Independent Research Project - Joint Honours

PSY325W Prosiect Ymchwil Annibynnol - Anrhydeddau ar y Cyd

Swyddog Ymchwil, Prifysgol Bangor

Athro Cynorthwyol, Prifysgol Abertawe

Arweinydd is-thema yn Sefydliad Awen, Prifysgol Abertawe