When we perform any action, from completing a sum to playing the piano, we first need to figure out what our aim is. I’m interested in how children plan, represent, and achieve goals, and how this changes during learning.



Wee Lauren!

I joined the Wee Science team in 2016 as a post-doc with Dr Nicolas Chevalier. Prior to this I worked at the Institute of Hearing Research in Glasgow, and completed my PhD in Psychology at the University of Edinburgh.

Likes: Hot chocolate, lie-ins, chatting with friends.
Dislikes: Mondays, loud noises, cats


My work is focused on exploring how children form, and move towards, their goals. This includes investigating strategies to help children achieve academic goals, how children use feedback to update the way they implement their goal-directed behaviour, and how the neural effort required to achieve goals changes during learning. I use behavioural and neuroscience methods (ERP, NIRS) in this research.


  • Hadley, L. V., Sturt, P., Eerola, T., & Pickering, M. J. (2017). Incremental comprehension of pitch relationships in written music: Evidence from eye movements. The Quarterly Journal of Experimental Psychology, 1-30.
  •  Hadley, L. V., Novembre, G., Keller, P. E., & Pickering, M. J. (2015). Causal role of motor simulation in turn-taking behavior. Journal of Neuroscience, 35(50), 16516-16520.
  • Moran, N., Hadley, L. V., Bader, M., & Keller, P. E. (2015). Perception of ‘Back-Channeling’ Nonverbal Feedback in Musical Duo Improvisation. PloS one, 10(6), e0130070.