Professor Patrick Haggard FBA

Control of human voluntary action and sense of agency; somatosensation and bodily awareness: relations between neural information-processing and subjective experience
Fellow type
UK Fellow
Year elected
2014
Subjects
Psychology
Sections
Psychology

Summary

Professor Patrick Haggard has two major research themes. The first is the cognitive neuroscience of voluntary action. Experiments in this theme attempt to link the subjective experience of intending and performing manual actions to the brain processes that occur before and after actual movement. The second research theme is the representation of one's own body. How does the brain create and maintain a represention of one's own body as a physical object? How is this representation influenced by current sensory inputs, such as touch and pain? How do such body representations contribute to a sense of self? These questions are addressed both in perceptual experiments, and in measures of brain activity elicited when subjects refer to a cognitive representation of the body.

Current post

University College London Professor of Cognitive Neuroscience

Publications

The Sense of Agency

Edited by Patrick Haggard and Baruch Eitam - Published in 2015 by Oxford University Press

Mental Processes in the Human Brain

Edited by Jon Driver, Patrick Haggard, and Tim Shallice - Published in 2008 by Oxford University Press

Online media

Voluntary Action

Serious Science

Other Fellows of the British Academy

Professor Josef Perner FBA

Cognitive Psychology, Cognitive Neuroscience, Cognitive Development (esp. Theory of Mind--philosophical and psychological aspects

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Professor Hazel Rose Markus FBA

Social and cultural psychology; how sociocultural contexts (e.g. nation, race, ethnicity, gender, social class, occupation) shape thought, feeling and action; culture change; bridging research and practice to reduce disparities and culture clashes

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Professor Susan Gathercole FBA

The cognitive mechanisms of memory and learning in typical children and adults, their impairments in developmental disorders of learning, and methods of remediation

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