Lucy Wilde PhD

Lucy Wilde

School of Psychology
Postdoctoral Research Fellow

Contact details

School of Psychology
University of Birmingham
B15 2TT

Lucy Wilde is a post-doctoral research fellow working in the Cerebra Centre for Neurodevelopmental Disorders, researching behavioral phenotypes of neurodevelopmental disorders including Smith-Magenis syndrome and Tuberous Sclerosis Complex. Lucy is particularly interested in social functioning in neurodevelopmental disorders, neurological correlates of social processing, inhibition deficits and emotional control.  



  • PhD Psychology, University of Birmingham
  • PG Cert Higher Education Professional Practice, Coventry University
  • BSc (Hons) Psychology, Cardiff University


Lucy completed her undergraduate studies in Psychology at Cardiff University. She subsequently worked as a lecturer at Coventry University before completing her PhD under the supervision of Prof Chris Oliver within the Cerebra Centre for Neurodevelopmental Disorders, in the School of Psychology, University of Birmingham. Lucy is currently a research fellow in the Cerebra Centre for Neurodevelopmental Disorders.


Research interests


Behavioral phenotypes of neurodevelopmental disorders, social functioning, inhibition and emotional control.

Other activities

Secretary to the UK Smith-Magenis Syndrome Foundation Scientific and Clinical Advisory Group.


Wilde, L., Silva, D. & Oliver, C. (2013). The nature of social preference and interactions in Smith–Magenis syndrome. Research in Developmental Disabilities. 34 (12):4355-65.

Oliver, C., Adams, D., Allen, D., Bull, L., Heald, M., Moss, J., Wilde, L. & Woodcock, K. (2013) Causal models of clinically significant behaviors in Angelman, Cornelia de Lange, Prader-Willi and Smith-Magenis syndromes. International Review of Research in Developmental Disabilities, 44 167-211.

Wood, C., Jackson, E., Hart, L., Plester, B. & Wilde, L. (2011) The effect of text messaging on 9 and 10 year old children’s reading, spelling and phonological processing skills. Journal of Computer Assisted Learning, 27 (1) 28-36.