Challenging My Mind and Growing Beyond Comfort: Reflections on My Study Journey at the University of Edinburgh
Looking back on this incredible year of study at the University of Edinburgh, I can hardly believe how much I’ve grown, both as a learner and as a person. After completing a PhD in a different field, I never thought I would return to formal study — and certainly not in such a challenging yet inspiring new domain. But here I am, fully immersed in the world of psychology, cognitive neuroscience, and language sciences, and I feel so grateful that I took this leap.
Coming from a background rooted in the Humanities, this journey has been about challenging my brain to think differently — to embrace new research paradigms, statistical methods, and experimental approaches that were completely outside my comfort zone when I first arrived. And what a rewarding challenge it has been.
One of the biggest areas of growth has been in statistics and research methodology. Before this course, coding and running statistical models in R felt like a mysterious world reserved for data scientists and computer programmers. However, through Multivariate Statistics and Methodology using R and Univariate Statistics and Methodology using R, I not only learned to navigate R but also began to appreciate the elegance and power of statistical thinking. Now, running complex analyses and interpreting models feels like a skill I own — something that has fundamentally changed the way I think about research.
Alongside quantitative methods, I had the chance to dive deep into Qualitative Methodologies in Psychological Research, which opened my eyes to the richness of narrative, lived experience, and meaning-making in research. Learning how to explore the human mind not just through numbers, but through stories and conversations, has given me a balanced perspective on research that I will carry forward.
As someone passionate about language, I found the courses on Psychology of Language, First Language Acquisition, Bilingual Interaction, Introduction to Mind, Language, and Embodied Cognition to be a true delight. They allowed me to see language not just as a tool for communication but as a window into cognition, development, and identity. Studying how babies acquire their first words, how bilinguals navigate multiple languages, and how language shapes thought has deepened my fascination with the human mind — and has inspired many future research questions.
A particularly exciting part of this journey has been venturing into the world of cognitive neuroscience — something I never imagined myself doing. From Specialist Techniques in Cognitive Neuroscience and Brain Imaging in Cognitive Neuroscience to Contemporary Topics in Cognitive Neuroscience and Clinical Neuropsychology, I’ve gained a solid grounding in how we can study the brain directly to understand human behavior. Learning about EEG, fMRI, fNIRS, brain connectivity, and neuropsychological assessment has equipped me with tools I hope to use in future research.
The Developmental Science, Developmental Cognitive Neuroscience: Childhood, and Neuroscience of Language courses have been especially meaningful as I think about my long-term interests in children’s cognitive and language development. I’ve developed a much deeper understanding of how the brain grows and adapts in early life, and how language learning, cognition, and brain function intertwine in ways that are as complex as they are beautiful. These courses have shaped my thinking not only as a researcher but also as a future educator and advocate for neurodiverse learners.
Another eye-opening experience has been Introduction to Multimodality, where I learned to appreciate how communication extends beyond just spoken words — through gesture, gaze, body language, and other non-verbal channels. This has given me a richer perspective on how people interact, something that resonates with my broader interest in intercultural communication.
Finally, Applied Psychometrics provided essential insight into how we measure human abilities, traits, and experiences with scientific rigor. It has made me much more critical and thoughtful about the tools we use to assess psychological constructs, which is vital for anyone working in applied settings or research.
Reflecting on all of these courses, what stands out most is not just the content I have learned but the skills and abilities I’ve developed along the way — critical thinking, data analysis, scientific writing, experimental design, and interdisciplinary integration. More importantly, I have learned how to ask better questions, how to embrace complexity, and how to approach research and learning with curiosity and humility.
I feel incredibly lucky to have had this opportunity — to return to being a student, to challenge my brain in new ways, and to explore a field that sits at the crossroads of language, mind, and brain. It’s a reminder that learning never stops, and that it’s okay — even necessary — to step outside of what we know, to enter unfamiliar territories, and to embrace the discomfort of growth.
This experience has also given me a deeper appreciation for being a “bridge” between disciplines and cultures. Having been educated in both Eastern and Western systems, and now crossing from the Humanities into Neuroscience and Psychology, I realize how valuable it is to hold multiple perspectives and to keep asking how we can bring them together.
To anyone wondering whether it’s too late to learn something completely different, or whether it’s worth stepping into an unfamiliar field — my answer is simple: absolutely, yes. This year has taught me that growth happens when we dare to challenge ourselves, and that it’s never too late to follow curiosity wherever it may lead.
As I continue on this journey, I know these skills and experiences will stay with me — not only as tools for research but as ways of seeing and understanding the world. And for that, I am endlessly grateful.
