Cognitive Psychology Representative Publications

Scott Cole

Cole, S. N., Morrison, C., Barak, O., Pauly-Takacs, K., & Conway, M. A. (2016). Amnesia and Future Thinking: Exploring the Role of Memory in the Quantity and Quality of Future Thoughts. British Journal of Clinical Psychology, 55, 206-224. https://doi.org/10.1111/bjc.12094

Cole, S. N., Staugaard, S., & Berntsen, D. (2016). Inducing Involuntary and Voluntary Mental Time Travel using a laboratory paradigm. Memory and Cognition, 44, 376-389. https://doi.org/10.3758/s13421-015-0564-9

Matthew Coxon

Coxon, M., Kelly, N., & Page, S. (2016). Individual differences in virtual reality: Are spatial presence and spatial ability linked? Virtual Reality, 20(4), 203-212. https://doi.org/10.1007/s10055-016-0292-x

Coxon, M. & Mania, K. (2013). Measuring memories for objects and their locations in immersive virtual environments: the subjective component of memorial experience. In: Huang, T. ed. Handbook of Human Centric Visualization, Springer: London. https://doi.org/10.1007/978-1-4614-7485-2_18

Nicola Cutting

Cutting, N., Apperly, I.A., Chappell, J. & Beck, S.R. (2014). Why can’t children piece their knowledge together? The puzzling difficulty of tool innovation. Journal of Experimental Child Psychology, 125, 110-117. https://doi.org/10.1016/j.jecp.2013.11.010

Beck, S. R., Williams, C. L., Cutting, N., Apperly, I. A., & Chappell, J. (2016). Individual differences in children’s innovative problem solving are not predicted by divergent thinking or executive functions. Philosophical Transactions of the Royal Society B: Biological Sciences, 371: 20150190. https://doi.org/10.1098/rstb.2015.0190 

Elizabeth Edwards

Edwards, M. S., Edwards, E. J., & Lyvers, M. (2017). Cognitive trait anxiety, stress and effort interact to predict inhibitory performance. Cognition and Emotion, 31(4) 671-686. https://doi.org/10.1080/02699931.2016.1152232

Edwards, E. J., Edwards, M. S., & Lyvers, M. (2016). Individual differences in trait anxiety and goal-commitment predict updating efficiency on the reading span task. Motivation and Emotion, 40(6), 936-945. https://doi.org/10.1007/s11031-016-9572-8

Mark Edwards

Edwards, E. J., Edwards, M. S. & Lyvers. M. (2016). Inter-relationships between trait anxiety, situational stress and mental effort predict phonological efficiency, but not effectiveness. Emotion, 16(5), 634-646. https://doi.org/10.1037/emo0000138 

Edwards, E. J., Edwards, M. S. & Lyvers. M. (2015). Cognitive trait anxiety, situational stress and mental effort predict shifting efficiency: Implications for attentional control theory. Emotion, 15(3), 350-359. https://doi.org/10.1037/emo0000051

Charlotte Elwell

Akhurst, J.E. & Elwell, C. (2015). ‘Viewing ethics in a new light’: Students’ reactions to an under-emphasised yet important component of CHIP. History and Philosophy of Psychology, 16(1), 41–52.

Lorna Hamilton

Hamilton, L.G., Hayiou-Thomas, M.E., Hulme, C., & Snowling, M.J. (2016). The home literacy environment as a predictor of the earl literacy developmental of children at family-risk of dyslexia. Scientific Studies of Reading, 20(5), 401-419. https://doi.org/10.1080/10888438.2016.1213266

Dilnot, J., Hamilton, L.G., Maughan, B., & Snowling, M.J. (2017). Child and environmental risk factors predicting readiness for learning in children at high risk of dyslexia. Development & Psychopathology, 29(1), 235-244. https://doi.org/10.1017/S0954579416000134

Jelena Mirković

Mirković, J., & Gaskell, M. G. (2016). Does sleep improve your grammar? Preferential consolidation of arbitrary components of new linguistic knowledge. PloS One, 11(4), e0152489. https://doi.org/10.1371/journal.pone.0152489

Mirković, J., & MacDonald, M. C. (2013). When singular and plural are both grammatical: Semantic and morphophonological effects in agreement. Journal of Memory and Language, 69(3), 277-298. https://doi.org/10.1016/j.jml.2013.05.001

Nicola Savill

Savill, N., Ellis, A. W., & Jefferies, E. (2017). Newly-acquired words are more phonologically robust in verbal short-term memory when they have associated semantic representations. Neuropsychologia, 98, 85–97. https://doi.org/10.1016/j.neuropsychologia.2016.03.006

Savill, N. J., & Thierry, G. (2011). Reading for sound with dyslexia: Evidence for early orthographic and late phonological integration deficits. Brain Research, 1385, 192–205. https://doi.org/10.1016/j.brainres.2011.02.012

Cookie Settings