Rebecca Todd

Prospective Graduate Students / Postdocs

This faculty member is currently not looking for graduate students or Postdoctoral Fellows. Please do not contact the faculty member with any such requests.

Associate Professor

Research Interests

Emotional learning (associative learning of reward and punishment)
Human Cognition and Emotion
Human Neurocognitive processes underlying all of the above
Learning and Memory
Motivation, Emotions and Rewards
Motivationally and affectively biased attention and memory

Relevant Degree Programs

Affiliations to Research Centres, Institutes & Clusters


Research Methodology

My lab uses computer-based behavioural measures, as well as psychophysiological, eye tracking, EEG, and functional brain imaging measures.

Postdoctoral Fellows

Great Supervisor Week Mentions

Each year graduate students are encouraged to give kudos to their supervisors through social media and our website as part of #GreatSupervisorWeek. Below are students who mentioned this supervisor since the initiative was started in 2017.


Every day in @BecketTodd’s lab feels like coming home. I am 101% sure I speak for all of her students. Always grateful for my #GreatSupervisor. You deserve all the [ice cream] and [bears] in the world. #UBC


Graduate Student Supervision

Doctoral Student Supervision (Jan 2008 - Nov 2020)
Individual differences in development and representation of novel affective associations (2019)

Emotionally arousing events are typically better remembered than mundane ones, in part because emotionally relevant aspects of our environment are prioritized in attention. Such biased attentional tuning is itself the result of associative processes through which we learn affective and motivational relevance of cues. While such affective biases in cognition can be highly adaptive, extreme biases to specific categories of aversive or rewarding stimuli can be symptomatic of psychopathology. That raises the question which factors contribute to individual differences in development of affective biases via emotional learning processes and how emotional associations come to be represented in the brain. More specifically, the present thesis aimed to investigate the role of individual differences in the norepinephrine and stress system in emotional learning processes. In Study I, I demonstrated that a common genetic variation putatively influencing norepinephrine availability is associated with subjective perception of ambiguous stimuli as more rewarding. Moreover, change in affective bias was mediated by acute stress. Thus, in the first study I established that individual differences in the locus coeruleus-norepinephrine (LC-NE) and stress system play a role in affective perception and the flexibility of the underlying subjective biases. In Study II and III, I found that acute stress affects both classical and operant conditioning and that the direction of those effects depends on the timing of the stressor relative to the learning experience. Study IV aimed to investigate the neural representation of the development of novel affective associations using functional magnetic resonance imaging (fMRI). By means of representational similarity analysis (RSA) - a multivariate approach to analyzing neuroimaging data - the study revealed that conditioned stimuli reactivate the representational pattern elicited by the unconditioned stimuli. I further observed that it is specifically the hedonic response to the unconditioned stimulus that is being reproduced by the conditioned stimulus. Together these studies demonstrate a role for the norepinephrine and stress system in reward-based learning as well as providing new information of neural mechanisms underlying emotional learning. This research provides insight into individual differences in emotional learning processes that can underlie formation of affective biases.

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The processing of cartoony and photorealistic faces (2019)

Cartoony faces are everywhere, from texting apps to children’s cartoons. Cartoony faces are also often used in cognitive research contexts, where they are used to stand in as simplified photographic faces for their ease of manipulation and creation. This presents an often unspoken assumption: that a cartoony face is analogous to a photographic face in how it will be responded to, understood, and processed by the brain. Over 8 experiments, my dissertation aims to better understand how cartoony faces are similar to photographic faces, and where they differ. In the first two experiments, I found that there was no evidence that people see themselves in simple cartoony faces, as had been suggested in the past, and also that participants associated their photographs more with themselves than drawings of themselves. In Experiments 3 and 4, I found that, as faces become more cartoonized, they become easier to discriminate expressions on as well, and that such changes to ‘cartoonization’ is also represented by changes in neural processing. In Experiments 5 and 6, I found further evidence that cartoony imagery was easier to process than photographic imagery, as measured by the amount of attention – i.e., eye-gaze – that was necessary to respond to cartoony imagery vs. photorealistic imagery. I also found evidence that entirely cartoony displays were more likely to be viewed as congruent when relating symbols to faces compared to mixed media displays. Finally, in Experiments 7 and 8, I found that novel, unknown expressions could be learned easily on both photographic faces as well as cartoony faces, although there was no habituation to cartoony faces while there was to photographic faces. My research demonstrates that cartoony imagery is easier to process compared to photorealistic imagery, and that the extent of this has never fully been described. My research also demonstrates several examples of how cartoony faces show different patterns of allocated attention and different patterns of elicited ERPs compared to photorealistic images.

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Master's Student Supervision (2010 - 2018)
Associations of bipolar traits with reward and threat sensitivity and conditioning (2018)

Bipolar Spectrum Disorders (BSDs) affect 1% of the population and cause significant interpersonal, occupational, and health challenges. Identifying cognitive, affective, and behavioural factors that influence BSD symptoms and related behaviours, consistent with a dimensional approach to psychopathology, may help improve our understanding and treatment of these disorders. Reward and threat sensitivity and learning, for example, are cognitive processes that may be dimensionally related to BSD risk, onset, and course. However, studies exploring reward and threat sensitivity and learning as a function of continuously measured bipolar traits, as opposed to categorical diagnoses or acute symptoms, have mostly employed self-report measures of sensitivity and overlooked classical conditioning. Thus, in this investigation, I explored how bipolar traits in two university student samples related to reward and threat sensitivity and conditioning measured using laboratory tasks. In Study 1, I found that higher self-reported lifetime hypomanic and depressive symptoms significantly predicted sensitivity to incentive reward and a stronger classically conditioned response to a threat-related cue, respectively. In Study 2, I addressed these questions in a larger sample of participants based on three higher-order bipolar traits as predictors of sensitivity and conditioning, variables extracted from measures of lower-order BSD-related traits using principal components analysis. Participants with higher scores for Factor 1, characterized by impulsiveness, low self-control, and low achievement, demonstrated significantly weaker classically conditioned responses to reward- and threat-related cues. Higher Factor 2 scores, indicating greater vulnerability to emotion dysregulation and negative affective responses to stress, significantly predicted greater sensitivity to threat. Finally, higher scores for Factor 3, reflecting a tendency to pursue and engage in stimulating experiences despite potential risks, significantly predicted greater sensitivity to incentive reward and lower susceptibility to forming classically conditioned responses to threat-related cues. These results indicate that bipolar traits may be meaningfully associated with patterns of reward and threat sensitivity and conditioning, associations which may have important implications for predicting and altering maladaptive levels of bipolar traits.

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The influence of appetitive and aversive stimuli on subjective temporal acuity (2017)

Anecdotal reports that time “flies by” or “slows down” during emotional events are supported by evidence that the motivational relevance of stimuli influences subsequent duration judgments. Yet it is unknown whether the subjective quality of events as they unfold is altered by motivational relevance. In a novel paradigm, we measured the subjective experience of moment-to-moment visual perception. Participants judged the temporal smoothness of high-approach positive (desserts), negative (e.g. bodily mutilation), and neutral images (commonplace scenes) as they faded to black. Results revealed approach-motivated blurring (AMB), such that positive stimuli were judged as smoother and negative stimuli as choppier relative to neutral stimuli. Participant ratings of approach-motivation predicted perceived fade smoothness after controlling for low-level stimulus features. Electrophysiological data indicated AMB modulated relatively rapid perceptual activation. Results indicate that stimulus value influences subjective temporal perceptual acuity, with approach-motivating stimuli eliciting perception of a “blurred” frame rate characteristic of speeded motion.

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