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Dr Laura Vuillier


I conducted my PhD at the University of Cambridge on emotion regulation and cognitive control in young children and adults.  I discovered that all types of emotion regulation strategies can have a positive effect depending on the context (even suppression) and that temperament influences emotion regulation skills in childhood. I also discovered that the brain uses different neural pathways when trying to solve cognitively demanding tasks when it is also trying to regulate emotions.

In parallel and throughout my career, I worked with patients with various mental health disorders, as a volunteer or researcher. I worked in collaboration with the BMRI at the University of Sydney on sensory gating in emotional context in patients with bipolar disorder. I also worked as an ABA therapist with children with autism and spent a year volunteering at the Croft, the Child and Family unit where I developed a leaflet to help parents help children regulate their emotions.

I am currently holding an affiliated lectureship at the University of Cambridge where I lecture on emotions, close relationships, eating disorder and emotion regulation in this population. I am also a research associate in the Cambridge Prosociality and Well-being lab where I research (1) how emotional expression and regulation is related to well-being, (2) the neural bases of emotion processing and regulation in individuals with eating disorder, and (3) prosocial behavior in children and the effect of Oxytocin on prosociality. 

I plan to spend my career understanding mental health disorders, and particularly helping patients with eating disorder better regulate their emotions as part of their treatment.

Departments and Institutes

Affiliated lecturer and research associate

Research Interests

Emotion regulation

Eating disorder


Cognitive control

Key Publications

Pincham H.L., Wu C., Killikelly C., Vuillier L., Fearon R. M. P. (in press) Social Provocation Modulates Decision Making and Feedback Processing During Adolescence. The Journal of  Developmental Cognitive Neuroscience.

Vuillier, L., Szucs, D., Whitebread, D.  (2015) ERP evidence of cognitive strategy change in motivational conditions with varying level of difficulty. Neuropsychologia

Vuillier, L., Hermens, D., Wang, C., Hickie, I., Lagopoulos, J. (2014) P50 sensory gating, emotion processing and social functioning in patients with bipolar disorder. Clinical EEG and Neuroscience.

Pincham H.L., Matejko A., Obersteiner A., Killikelly C., Abrahao K., Benavides-Varela S., Gabriel F., Rato J & Vuillier L (2014) Four Steps Towards a New Road: An international young-researcher perspective on combining neuroscience and educational practices. Trends in Neuroscience in Education

Pincham, H. L., Killikelly, C., Vuillier, L., Power, A.J. (2011) Examining the Expectation Deficit in Normal Aging. Journal Club. The Journal of Neuroscience.

Maheux, J. Vuillier, L., Mahfouz, M., Rouillard, C., Levesque, D. (2011)  Modulation of haloperidol-induced patterns of the transcription factor Nur77 and Nor-1 expression by serotoninergic and adrenergic drugs in the mouse brain. The International Journal of Neuropsychopharmacology.


Book chapter:

Sinclair-Harding, L.D., Vuillier, L. & Whitebread, D. (forthcoming). Neuroscience and Early Childhood Education, in M. Fleer & B. van Oers (Eds) The International Handbook for Early Childhood Education & Development. Dordrecht: Springer. 


Miscellaneous Publications:

Vuillier, L.  (2015) Ethical concerns in research with children. http://prosociallearn.eu/news/

Vuillier, L., Cook, C., Star, K., Dimakari, E., Cobello, S. (2015) Gamification of Prosocial Learning for Increased Youth Inclusion and Academic Achievement: User requirements. Public document. http://prosociallearn.eu/deliverables-publications/

Star, K., Allsopp, J., Vuillier L., Dimakari, E., Allsopp, T. (2015) Gamification of Prosocial Learning for Increased Youth Inclusion and Academic Achievement: System requirements and architecture. Public document. http://prosociallearn.eu/deliverables-publications/

Dimitropoulos, K., Apostolakis, K., Daras, P., Vuillier, L., Modafferi, S. Middleton, L., Peters, C., D’Andria, F., Zoakou, A. (2015) Gamification of Prosocial Learning for Increased Youth Inclusion and Academic Achievement: Evaluation Strategy and Protocols. Public document. http://prosociallearn.eu/deliverables-publications/

Vuillier, L. (2015). Emotional regulation: What is it and how can I use  it to help me help my child?