Publications

Full publication lists can be found on the home page of individual group members. In addition, you can search Surrey Research Insight Open Access to download available papers.

Simpson, A., Al Ruwaili, R., Jolley, R.P., Leonard, H.C., Geeraert, N., & Riggs, K.J. (in press). Does the developmental association of inhibitory control and drawing skill reflect a more fundamental relationship between inhibitory control and fine motor control? Child Development.

Barrett, M. (in press). Promoting the intercultural competence of young people in the school context. European Psychologist.

Barrett, M. (in press). Competences for democratic culture: A new education initiative by the Council of Europe. In N. Palaiologou & M. Zembylas (Eds.), Human Rights Education and Citizenship Education: Intercultural Perspectives within an International Context. Newcastle: Cambridge Scholars Publishing.

Chryssochoou, X. & Barrett, M. (Eds.) (in press). Political and Civic Engagement in Youth. Special issue of Zeitschrift für Psychologie.

Chryssochoou, X. & Barrett, M. (in press). Civic and political engagement in youth: findings and prospects. Zeitschrift für Psychologie.

Strohmeier, D., Barrett, M., Bora, C., Caravita, S.C.S., Donghi, E., Dragoti, E., Fife-Schaw, C., Gómez-López, M., Kapéter, E., Mazzone, A., Rama, R., Roşeanu, G., Ortega-Ruiz, R., Steiner, H., Trip, S., Tenenbaum, H., Urhane, D., & Viejo, C. (in press). Young people’s engagement with the European Union: The importance of visions and worries for the future of Europe. Zeitschrift für Psychologie.

Tenenbaum, H.R., Barrett, M. & Fife-Schaw, C. (in press). What predicts British young people’s views of Europe? In D. Strohmeier & H.R. Tenenbaum (Eds.), Young People’s Visions and Worries for the Future of Europe: Findings from the Europe 2038 Proiect. London: Routledge.

Barrett, M. (2017). Competences for democratic culture and intercultural dialogue. In A. Portera & C.A. Grant (Eds.), Intercultural Education and Competences: Challenges and Answers for the Global World (pp. 47-63). Newcastle: Cambridge Scholars Publishing.

Barrett, M. (2016). Competences for Democratic Culture: Living Together as Equals in Culturally Diverse Democratic Societies. Strasbourg: Council of Europe Publishing.

Barrett, M. & Zani, B. (Eds.) (2015). Political and Civic Engagement: Multidisciplinary Perspectives. London: Routledge.

Barrett, M. & Zani, B. (2015). Political and civic engagement: Theoretical understandings, evidence and policies. In M. Barrett & B. Zani (Eds.), Political and Civic Engagement: Multidisciplinary Perspectives (pp. 3-25). London: Routledge.

Barrett, M. (2015). An integrative model of political and civic participation: Linking the macro, social and psychological levels of explanation. In M. Barrett & B. Zani (Eds.), Political and Civic Engagement: Multidisciplinary Perspectives (pp. 162-187). London: Routledge.

Brunton-Smith, I. & Barrett, M. (2015). Political and civic participation: Findings from the modelling of existing survey data sets. In M. Barrett & B. Zani (Eds.), Political and Civic Engagement: Multidisciplinary Perspectives (pp. 195-212). London: Routledge.

Pachi, D. & Barrett, M. (2015). The expectations and understandings of influential others who can mobilise youth participation. In M. Barrett & B. Zani (Eds.), Political and Civic Engagement: Multidisciplinary Perspectives (pp. 352-371). London: Routledge.

Barrett, M. & Garbin, D. (2015). The recommendations for policy, practice and intervention which emerged from the PIDOP Project. In M. Barrett & B. Zani (Eds.), Political and Civic Engagement: Multidisciplinary Perspectives (pp. 535-548). London: Routledge.

Leonard, H.C., & Hill, E.L. (2016). Brief Report: The role of older siblings in infant motor development. Journal of Experimental Child Psychology, 152, 318-326.

Sumner, E., Leonard, H.C., & Hill, E.L. (2016). Overlapping phenotypes in autism spectrum disorder and developmental coordination disorder: A cross-syndrome comparison of motor and social skills. Journal of Autism and Developmental Disorders, 46, 2609-2620.

Leonard, H.C. (2016). The impact of poor motor skills on perceptual, social and cognitive development: The case of Developmental Coordination Disorder. Frontiers in Psychology7:311, doi:10.3389/fpsyg.2016.00311.

Waszczuk, M., Leonard, H.C., Hill, E.L., Rowe, R., & Gregory, A.M. (2016). Coordination difficulty and internalising symptoms in adults: A twin/sibling study. Psychiatry Research, 239, 1-8.

Bernardi, M., Leonard, H.C., Hill, E.L., & Henry, L.A. (2016). Brief Report: Response inhibition and processing speed in children with motor difficulties and developmental coordination disorder. Child Neuropsychology, 22, 627-634.

Leonard, H.C., Bernardi, M., Hill, E.L., & Henry, L.A. (2015). Executive functioning, motor difficulties and developmental coordination disorder. Developmental Neuropsychology, 40, 201-215.

Leonard, H.C., & Hill, E.L. (2015). Executive difficulties in developmental coordination disorder: Methodological issues and future directions. Current Developmental Disorders Reports, 2, 141-149.

Leonard, H.C., Bedford, R., Pickles, A., Hill, E.L., & the BASIS Team (2015). Predicting the rate of language development from early motor skills in at-risk infants who develop autism spectrum disorder. Research in Autism Spectrum Disorders, 13, 15-24.

Cook, A., Ogden, J., & Winstone, N. (in press). Friendship motivations, challenges, and the role of masking for girls in contrasting school settings. European Journal of Special Needs Education.

Winstone, N.E., & Hulme, J.A. (in press). Do No Harm: Risk aversion versus risk management in the context of pedagogic frailty. Knowledge Management and E-Learning.

Winstone, N., & Moore, D. (in press). Sometimes fish, sometimes fowl? Liminality, identity work and identity malleability in Graduate Teaching Assistants. Innovations in Education and Teaching International.

Winstone, N., Nash, R., Rowntree, J., & Parker, M. (in press). “It’d be useful, but I wouldn’t use it”. Barriers to University students’ feedback seeking and recipience. Studies in Higher Education.

Davis, A., & Winstone, N. (2017). Educational Implications. In A. Slater & G. Bremner (Eds.), An Introduction to Developmental Psychology (3nd ed.). Wiley.

Kinchin, I. M., & Winstone, N. E., & (2017). Pedagogic Frailty: Opportunities and challenges. In I. M. Kinchin and N.E. Winstone (Eds.), Pedagogic Frailty and Resilience in the University (pp. 211-225). Rotterdam: Sense.

Winstone, N.E. (2017). The three ‘R’s’ of pedagogic frailty: Risk, Resilience and Reward. In I. M. Kinchin and N.E. Winstone (Eds.), Pedagogic Frailty and Resilience in the University (pp. 33-48). Rotterdam: Sense.

Winstone, N. E., & Hulme, J. A. (2017). Integrative disciplinary concepts: The case of Psychological Literacy. In I. M. Kinchin and N.E. Winstone (Eds.), Pedagogic Frailty and Resilience in the University (pp. 93-107). Rotterdam: Sense.

Winstone, N. E., & Kinchin, I. (2017). Teaching Sensitive Topics: Psychology Literacy as an antidote to Pedagogic Frailty. Psychology Teaching Review, 23(1), 15-29.

Winstone, N. E, & Nash, R. A (2017). Nurturing students’ engagement with assessment feedback. In M. Watts & H. Pedrosa (Eds.), Academic Growth in Higher Education. Sense.

Winstone, N.E., Nash., R., Parker, M., &  Rowntree, J. (2017).Supporting learners’ engagement with feedback: A systematic review and a taxonomy of recipience processes. Educational Psychologist, 52, 17-37.

Cook, A., Ogden, J., & Winstone, N. (2016). The experiences of learning, friendships and bullying of boys with autism in mainstream and special school settings. British Journal of Special Education, 43(3), 250-271.

Kinchin, I. M., Alpay, E., Curtis, K., Franklin, J., Rivers, C., & Winstone, N. (2016). Charting the elements of pedagogic frailty. Educational Research, 58(1), 1 – 23.

Parker, M., & Winstone, N. (2016). Students’ perceptions of interventions for supporting their engagement with feedback. Practitioner Research in Higher Education. 10(1), 53-64.

Winstone, N. E., & Nash, R. A. (2016a). Route mastery: can we turn student feedback into a two-way street? Times Higher Education, 2275, 26-27.

Winstone, N. E., & Nash, R. A. (2016b). The Developing Engagement with Feedback Toolkit. York, UK: Higher Education Academy.

Winstone, N., Nash, R., Menezes, R., & Rowntree, J. (2016). What do students want most from feedback information? Distinguishing necessities from luxuries using a budgeting methodology. Assessment and Evaluation in Higher Education, 41(8), 1237-1253.

Winstone, N., & Witherspoon, K. (2016). “It’s all about our great Queen”: The British National Anthem and National Identity in 8- to 10-year-old children. Psychology of Music, 44(2), 263-277. 

Scarborough, P., Hodgkins, C., Raats, M., Harrington, R., Cowburn, G., Dean, M., Doherty, A., Foster, C., Juszczak, E., Matthews, A., Mizdrak, A., Ni Mhurchu, C., Shepherd, D., Tiomotijevic, L., Winstone, N., & Rayner, M. (2015). Protocol for a pilot randomised controlled trial of an intervention to increase the use of traffic light food labelling in UK shoppers (the FLICC trial). BMC Pilot and Feasibility Studies, 1:21.

Dunne, G. & Askew, C. (in press). Vicarious Learning and Reduction of Fear in Children via Adult and Child Models. Emotion.

Reynolds, G, Field, A. P., & Askew, C. (in press). Reductions in Children’s Vicariously Learnt Avoidance and Heart Rate Responses using Positive Modeling. Journal of Clinical Child & Adolescent Psychology.

Dunne, G., Reynolds, G, & Askew, C. (2017). Stimulus Fear-Relevance and the Speed, Magnitude, and Robustness of Vicariously Learned Fear. Behaviour Research and Therapy, 95, 1-18.

Reynolds, G., Field, A. P., & Askew, C. (2017). Learning to Fear a Second-order Stimulus Following Vicarious Learning. Cognition & Emotion, 31, 572-579.

Askew, C., Reynolds, G., Fielding-Smith, S., & Field, A. P. (2016). Inhibition of vicariously learned fear in children using positive modeling and prior exposure. Journal of Abnormal Psychology, 125, 279-291.

Askew, C., Hagel, A. & Morgan, J. (2015). Vicarious learning of children’s social anxiety-related fear beliefs and emotional Stroop bias. Emotion, 15, 501-510.     

Reynolds, G., Field, A. P., & Askew, C. (2015). Preventing the development of observationally learnt fears in children by devaluing the model’s negative response. Journal of Abnormal Child Psychology, 43, 1355-1367.

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