Programme Leader, Infant Siblings Study
Centre for Brain and Cognitive Development
School of Psychology
London WC1E 7HX
Phone: +44 (0)20 7631 6322
Email: t.gliga at bbk dot ac dot uk
- How general learning mechanisms have been adapted for social interaction and social learning, and why this sometimes fails. My work on the developmental origin of autism and ADHD is part of STAARS
- Why some people are more thirsty for knowledge than others ? Together with Katarina Begus & Vicky Southgate we investigate the origin of epistemic curiosity.
- Skin contact and caressing improve infant's well-being and later academic achievement. The mechanisms are largely unknown. Together with Laura Pirazzoli I investigate the effects "social touch" has on brain and cognitive development.
- How acquiring language affects the way we perceive and remember the world. Together with Barbara Pomiechowska we aim to show that language releases us from the burden of having to remember too much.
- I am also involved in developing screening tools for mathematical difficulties, in Romania (in collaboration with Fotinica Gliga).
Editor, Medecine & Enfance, Paris, 2008-2013
Intern, British Psychological Society Parliamentary Office, 2009 pdf
PhD Cognitive Sciences, Cognitive Neuroimaging Unit, Paris, 2006
BA, Molecular Biology and Physiology, Ecole Normale Superieure, Lyon
Understanding the role social touch plays in cognitive development; BA/Leverhulme Small Research Grant (£9800, 2014-2015, PI; with E Jones)
Investigating gender differences in cognitive and brain development to unveil protective factors in ASD, TRIGGER grant (£21000, 2014-2016; co-applicant; PI Helen Lawton Smith)
Katarina Begus, PhD candidate
Barbara Pomiechowska, PhD candidate
Laura Pirazzoli, PhD candidate
Manuela Barona, MSc Developmental Science, Birkbeck College, 2012-2013
Noreen Gilhooly, MSc Developmental Science, Birkbeck College, 2010-2011
Carina deKlerk, MRes Cognitive Neuroscience, Leiden University, 2009-2010
Gliga, T., Bedford, R., Charman, T., Johnson, M & The BASIS Team (accepted) Enhanced visual search in infancy predicts emerging autism symptoms. Current Biology pdf
Begus, K., Southgate, V. & Gliga, T. (accepted) Neural mechanisms of infant learning: Differences in frontal theta activity during object exploration modulate subsequent object recognition. Biology Letters pdf
Green J., Charman T., Pickles A., Wan MW., Elsabbagh M., Slonims V., Taylor C., McNally J., Booth R., Gliga T., Jones EJH., Harrop C., Bedford R., Johnson MH. and the BASIS Team (accepted) Parent-mediated intervention for infants at high-risk for autism: randomised clinical trial. Lancet Psychiatry pdf
Wass, S., Jones, E., Gliga, T., Smith T. and The BASIS Team (accepted). Shorter spontaneous fixation durations in infants at risk and with later emerging autism. Nature Science Reports pdf
Gliga, T., Jones, E.J. & Johnson, M.H. (in press). Low noise in autism, cause or consequence? Autism
Johnson, M.H., Jones, E. & Gliga, T. (in press). Brain adaptation and alternative developmental trajectories. Development & Psychopathology pdf
Johnson, M.H., Gliga, T., Jones, E.J.H & Charman, T. (in press). Annual Research Review: Infant development, autism, and ADHD – early pathways to emerging disorders. Journal of Child Psychology and Psychiatry pdf
Begus K., Gliga, T.& Southgate V. (2014). Infants learn what they choose to learn. PLOS One pdf
Gliga, T., Jones, E.J.H, Bedford, R., Charman, T., Johnson, M.H. (2014) From early markers to neuro-develpmental mechanisms of autism. Developmental Review, 34(3), 189-207 pdf
Wu, R., Swan, K., Kirkham, N., Gliga, T. (2014) Ostensive signals support learning from novel attention cues during infancy. Frontiers in Psychology. pdf
Gliga, T and Johnson M.H. (2014) Infant predictors of autism spectrum disorders. Cutting Edge Psychiatry in Practice
deKlerk, C., Gliga, T. & the BASIS team. (2014). Face engagement during infancy predicts later face recognition ability in younger siblings of children with autism. Developmental Science pdf
Jones, E., Gliga T, Charman T & Johnson, M. (2014). Developmental pathways to autism: a review of prospective studies of infants at-risk. Neuroscience & Biobehavioral Reviews, 39, 1-33 pdf
Bedford, R., Pickles, A., Gliga, T., Elsabbagh, M., Charman, T., Johnson, M. H. and The BASIS Team (2014). Additive effects of social and non-social attention during infancy relate to later Autism Spectrum Disorder. Developmental Science, 17(4), 612-620 pdf
Gliga, T., Senju, A., Pettinato, M., Charman, T., Johnson, M. & the BASIS Team (2014). Spontaneous Belief Attribution in Younger Siblings of Children on the Autism Spectrum. Developmental Psychology, 50(3), 903-913 pdf
Hudry, K., Chandler, S., Bedford, R., Pasco, G., Gliga, T., Elsabbagh, M., Johnson M., Charman T. & the BASIS team (2014). Early language profiles in infants at high-risk for autism spectrum disorders. JADD, 44(1), 154-167
Elsabbagh M., Gliga, T., Hudry K., Charman T., and Johnson M. (2013). The development of face orienting mechanisms in infants at-risk for autism. Behavioral Brain Research, 251, 147–154 pdf
Bedford, R., Gliga, T., Frame K., Hudry K., Chandler S., Johnson M. H., Charman T. & the BASIS team (2013). Failure to learn from feed-back underlies word learning difficulties in children at-risk for autism. Journal of Child Language, 40 pdf
Bedford R., Elsabbagh M., Gliga T., Senju A. & the BASIS team (2012). Precursors to social and communication difficulties in infants at-risk for autism: gaze following and attentional engagement. Journal of Autism and Develomental Disorders, 42(10), 2208-2218 pdf
Gliga, T. & Southgate V. Prepared to learn about human body's goals and intentions. (2012) V. Slaughter & C. Brownell (Eds.) Early Development of Body Representations, Cambridge University Press pdf
Gliga, T., Elsabbagh M., Hudry K., Charman T, and Johnson M. (2012). Gaze following, gaze reading and word learning in children at-risk for autism. Child Development, 83(3), 926-938 pdf
Elsabbagh, M., Holmboe K., Gliga, T., Mercure E., Hudry K., Charman, T., Baron-Cohen S., Bolton P., Johnson M.H. (2011) Social and attention factors during infancy and the later emergence of autism characteristics. Progress in Brain Research.
Gliga, T. & Csibra, G. (2010). Verbal labels modulate perceptual object processing in one-year-old infants. Journal of Cognitive Neurosciences pdf
Gliga, T., Elsabbagh, M., Andravizou, A. & Johnson, M. (2009) Faces attract infants' attention in complex displays. Infancy, 14(5), 550-562 pdf
Gliga, T., Volein A. & Csibra, G. (2009). One-year-old infants appreciate the referential nature of deictic gestures and words. Psychological Science, 20(3) pdf
Grossmann, T., Gliga, T., Mareschal, D. & Johnson, M. (2009). The neural basis of perceptual category learning in human infants. Journal of Cognitive Neurosciences, 21(12), 2276-2286 pdf
Bristow, D., Dehaene-Lambertz, G., Mattout, J., Soares, C., Gliga, T., Baillet, S. & Mangin, F. (2009). How the infant brain matches the face it sees with the voice it hears. Journal of Cognitive Neurosciences, 21(5), 905-921 pdf
Gliga, T., Mareschal, D. (2008). What can neuroimaging tell us about the early development of visual categories? Brain, Cognition & Behavior pdf
Gliga, T., Mareschal, D. & Johnson, M.H. (2008). Ten-months-olds’ selective use of visual dimensions in category learning. Infant Behaviour and Development, 31(2), 287-293 pdf
Gliga, T. & Csibra, G. (2007) Seeing the face through the eyes: A developmental perspective on face expertise. Progress in Brain Research, 164, 323-339 pdf
Gliga, T., Dehaene-Lambertz, G. (2007). Development of a view-invariant representation of the human head. Cognition (2) pdf
Gliga, T., Dehaene-Lambertz, G. (2006). Structural encoding of body and face in human infants and adults. Journal of Cognitive Neuroscience. 17(8): 1328-40. pdf
Dehaene-Lambertz, G., Gliga, T. (2004). Common neural basis for phoneme processing in infants and adults. Journal of Cognitive Neuroscience. 16(8): 1375-87. Review.
Submitted and in preparation
Barona M., Krisnan S., Karmiloff-Smith A., & Gliga T.. (submitted) Producing new words helps children remember them.
Pomiechowska, B., & Gliga, T. (in preparation) Conceptual knowledge modulates object memory in infancy.
Gliga T., Ganea N. & Bedford R. (in preparation). Social, attentional and memory contributions to word learning in autism.
Gliga, T. (2012) The Social Brain. In Oates, J., Johnson, M. & Karmiloff- Smith, A. Early Childhood in Focus - Developing Brains, The Open University. pdf
Gliga, T. (2012). Comprendre l'autisme - la seule voie vers son depassionement. Medecine & Enfance (in french). pdf