July 2011
Keele P s y c h o l o g y R e se arc h Centre for Psychological Research, Keele University
Volume 4, Issue 2
Special points of
Past, present and future...
interest:
Room naming
Committee roles
Grant successes
Inside this issue: Celebrating Psychology: Room Naming Event
2
A History of Teaching Psychology
3
Research in the wider world
6
Music Psychology continues to thrive
10
New edition of textbook
11
Committee Membership
12
Applied Group
15
Cognitive Group
19
Social Group
21
Since the last newsletter back in December, a lot has happened. We have been celebrating our history with a room naming ceremony, recognising three of the illustrious psychologists who have helped shape Psychology here at Keele and in the wider academic community: Professors Ian Hunter, James Hartley and John Sloboda. Do enjoy the abridged versions of James and John‘s acceptance talks from page 3 inside. There is also much to celebrate in the ongoing activities in the Research Centre. We are very happy to report several grant successes. Dr Emee Vida Estacio, together with Professor Michael Murray, Dr Sally Sargeant and Professor Robert McKinley from the Medical School have been awarded a contract by Stoke Healthy City Partnership to conduct action research on health literacy. Dr Alexandra Lamont, together with Dr Nicholas Reyland from the School of Music managed to secure one of the last British Academy Small Grants to explore effects of television viewing on young children, as did Dr Chris Stiff, who will be exploring how
groups view potential new group members who are religious. Last but not least, Professor John Wearden continues his European collaboration looking at developmental and cognitive studies of timing with funding from the British Academy. Well done to all of them! We continue to disseminate psychology to a wide community. Drs Helena Priest and Andrew Rutherford both have books out this summer, Dr Sue Sherman appeared in the New Scientist in May, whilst our media star Dr Richard Stephens has a variety of forthcoming media appearances which he has been busy recording, ranging from radio interviews to a forthcoming documentary with Stephen Fry. We play a pretty active role in the psychology community as well. Following on from our report on our editorial roles in the last newsletter, this time we have focussed on committee membership, with several members having very active roles as you will see. Sue Sherman‘s involvement with one committee has led to this year‘s BPS
Cognitive Section Annual Conference being hosted at Keele in September and we very much look forward to welcoming cognitive colleagues from the UK and abroad to our lovely campus. More details can be found inside and on our website. Looking to the future, we look forward to the arrival of Dr Josie Booth who will be joining us as a Research Associate working with Dr Claire Fox on the ESRC funded Humour and Bullying project. Finally, and again with an eye to the future, I have been involved in producing these newsletters since their inception 4 years ago and have been solely responsible for the last 2 issues. It is time to move over and let a fresh pair of hands take over. I would just like to thank colleagues for providing me with such rich material to present and to everyone who takes the time to read it. So, sit back, make yourself comfortable, and enjoy the latest offering from the Keele Psychology Research Centre. Ed (aka Sue Sherman).
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Ke e l e P s y ch o l og y R e s ea rch
Celebrating Psychology: Room Naming Event We held an event to formally name several of our rooms after three illustrious individuals who have made major contributions to the development of the School over the past sixty years. They included Professor Ian Hunter, who was the first Chair of Psychology at Keele. He was appointed in 1962 and retired in 1982. The oth-
ers were Professor James Hartley (appointed in 1964 and retired in 1997) and Professor John Sloboda (appointed in 1974 and retired in 2008).
chaired by Professor Chris Cullen, former President of the British Psychological Society.
The event was attended by over 40 current and former staff of Psychology and other areas of the university. It included a forum on the 'The past and future prospects for psychology teaching and research',
Illustrious professors! (L to R) Michael Murray (Head of School), John Sloboda, James Hartley, Chris Cullen
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V o lu me 4 , Is su e 2
A History of Teaching Psychology at Keele By James Hartley Ian Hunter was the first pro-
many fewer psychology de-
they had no tailor-made
fessor of Psychology at Keele.
partments. So a new psychol-
premises, no money and no
ogy department at a new In-
equipment. No one had any
stitution that had an excitingly
research grants. Unfortu-
different approach involving a
nately Ian had strange views
four-year course, the Founda-
about what psychology en-
tion Year, students complet-
tailed. All lab classes and ex-
ing two Principal subjects and
periments, he believed could
a subsidiary one across the
be conducted using paper and
three disciplines of the arts,
pencil… [and perhaps a bit of
social sciences, and the sci-
string].
He was appointed 1962 to head the department at age of 35. Ian was famous for his textbook Memory: Facts and Fallacies (1957) and his work on establishing how rapid mental calculation was achieved in his studies of mathematical genius Alexander Aitken. Note: he was imported in to build up a department already started by Alan Iliffe and Paul Halmos. This procedure was common in the 60s in many new departments. Once a department had been established a star performer was parachuted in to run it… Ian spent 1962 –1963 implementing the first year programme and in planning for Year 2, and writing the second edition of his book. This time called Memory – which went on to sell 250,000 copies. There were four of us in 1964 – Ian, Graham Hemmings, Geoffrey Stephenson and myself.
ences was a huge step forward.
Indeed I think Ian was forced to spend money by the Ad-
Ian Hunter, first professor of
One thing that I was – and
ministration. He once told us
Psychology at Keele
still am – extremely grateful
in one of his rare and much
to Ian for – which is a bit sur-
avoided staff meetings, that
prising - was that when I was
Finance committee had
appointed he would not tell
awarded him a sum of money
me what he wanted me to do.
to be spent on another mem-
After I had asked him about
ber of staff. Should we, he
three times before I arrived
asked, have a technician, or
and getting no helpful replies I
should we have another
ended up designing a course
member of staff? One by one
on learning on my own. Can
we went round the table and
you imagine today being ap-
said ‗technician‘, ‗technician…‘
pointed to a new lectureship and being left to get on with it – without any requirements from administrators, and course-evaluation forms etc… In those days academics were trusted, and there was no need for deans, pro-vice
It was an exciting time.
chancellors, and the like!
In those days there were
One problem of course, with
many fewer universities and
new departments, was that
And so we had Harry! (Harry Birchall was the first technician in the department.) James Hartley (aged 25),
Harry was very keen and helpful – but a bit deferential. He insisted on calling all of the male members of staff Sir. But he was a good technician and a splendid photographer…
photo by Harry Birchall
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Ke e l e P s y ch o l og y R e s ea rch Setting up a precedent for all
person of John Hutt, who
terrifying. But there were
of our technical staff ever
came with his wife Corinne.
lighter moments… Espe-
since…
They set up a research team in
cially when I criticised John
one of the bungalows and con-
Tukey's book in a talk I gave
ducted research on the efficacy
on text design – but he –
of play, early childhood sex
like most of the well-known
differences and the effective-
psychologists that I know
ness of different forms of pre-
was very generous and in-
school education. Research
terested in what others have
income duly rocketed! But
to say.
I sometimes think that few people appreciate the work of our technical and secretarial staff, yet the department could not run without them. Let me use this space to thank them properly here. Also, of course, Ian was able to draw upon his fame (together with Donald Mackay, also at Keele) to invite various notables to the department. Thus we had George Miller, B. F. Skinner, and Jerome Bruner, to name but three. But in those days we had to A happy moment in America
do research outside of the
Photo by Ernst Rothkopf
university because there was no research money or facilities available within it – so I developed contacts with the local education authority and set up studies throughout the county on programmed learning… Having no inside support meant that you had to apply your psychology outside – and so began my development as an applied psychologist. Later on in 1973, in order to boost the research output of the department, the administration again forced Ian to appoint a second Chair in the
unfortunately Corinne unexpectedly died, in 1978.
In conclusion, I find it interesting to comment on how
So the department developed
the degree structure that
from these small beginnings to
we created in the 60s is still
what it is today with approxi-
very much with us today.
mately 50 teaching and research personnel.
We still have 3 lectures a week, a weekly lab class, and
And from various trips aboard
require essays and lab re-
– to Memorial University in
ports. And our 3rd year
Canada and to Bell Labs in
students spend a good deal
New Jersey I learned that all
of their time on their pro-
the things that people said we
jects.
couldn‘t do in university education in England were carried out quite happily overseas. Multiple-choice examinations could be used successfully. Short answer essays were not necessarily quick and dirty. Courses could be the responsibility of individuals and not the department as a whole. One could teach, test, and assess how you liked with little reference to anyone else. Actually at Bell I held a research position – working along with luminaries such as Saul Sternberg, John Tukey, and Ernie Rothkopf. It was
But the numbers are different of course. In my day when I was a student there were 8 students in our year and 4 members of staff. We wrote a fortnightly essay and a weekly lab report. Our finals examinations (10 3hr papers in one week) were all essay– based, and coursework played no part. There were more men than women students in psychology in those days and few if any overseas and/or mature students.
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V o lu me 4 , Is su e 1
And there were no students
proaches to do what we did
ment of the burgeoning aca-
with A level qualifications at
before and to cope with the
demic in oneself.
that time – ‗A‘ level psychol-
larger numbers of students and
ogy had not yet been invented.
staff.
This means that the amount of
This I saw as a criticism when I
personal attention a student
wrote the paper. Now I am
can receive today is vastly
not so sure. If a method like
diminished, and so too is the
the lecture has lasted for hun-
amount of written work that
dreds of years – and similarly,
he or she can do.
if tutorials are still delivered –
Exams are simplified. Reports shortened. And, horror of horrors, I gather that some universities are now getting together to work out how
Reference: Hartley, J. (in press). Reflections on 50 years of teaching Psychology (with commentaries). Psychology Teaching Review.
although in different forms – and essays are still written this seems to imply that there is something about all of these activities that we value.
they can drop the project
What might this be? Well, for
(Abridged version of talk James
from the requirements of a
lectures and tutorials, I submit
gave at the room naming
psychology degree…
it is the notion of being an aca-
event. See James below with
In a recent paper on 50 years
demic that is at the heart of
Profs Chris Cullen and Michael
It is enough to make one go
of teaching psychology that I
them. What holds together a
Murray outside the newly
grey.
have written (Hartley, in
good lecture and an exciting
named James Hartley Room).
(James wrote the captions,
press) I noted that nothing
tutorial is the experience of
much fundamental appears to
being with an effective aca-
have changed – except that
demic. What leads to an excit-
we use more modern ap-
ing essay is feeling the develop-
honest! Ed.) Photo by John Coleman
Page 6
Ke e l e P s y ch o l og y R e s ea rch Research in the wider world: Musings of a researcher by John Sloboda It is a great honour to have a
only kind of teaching I have
tled on a question, you can
laboratory named after me at
really found fulfilling.
then apply whatever means
Keele. The fact that Psychology is a laboratory science that places at its heart the practice of data gathering and analysis is one of its most important merits.
But I have to say that I would not have stayed in academia so long if teaching had been the centre of my working life. Like so many other subjects, re-
necessary to answer it, regardless of the disciplinary boundaries you might have to straddle, or disciplinary proprieties you might upset.
search has always been the
There are two important
thing to light the fires of moti-
strands in Rabbit‘s dictum.
vation and creativity. Now that
One is about the needed
I have retired, and do a num-
expertise, and how one ac-
ber of free-lance things, it is
quires that. The other is
hard to describe myself in one
how you determine what
word. But if forced, I have no
constitutes an ―Interesting
hesitation in saying what that
and important‖ problem.
one word is. It is a researcher!
And this is partly, I believe, what contemporary discus-
Pat Rabbitt‘s dictum
sions of ―impact‖ are trying to grapple with.
I can‘t remember the exact context, but some words of one of my early psychology
Acquiring expertise
tutors, Pat Rabbitt, have always stayed with me. Rabbitt advocated: Settle on an interesting and important question first and then determine the best method for John Sloboda outside the newly named John Sloboda Laboratory, with Chris Cullen, Michael Murray and members of John‟s family.
I have always considered the
answering it.
Sometimes the way forward for a researcher confronted with a problem that he or she does not have the skills to solve is to find collaborators across disciplines. During my time at Keele, I was
final year dissertation to be
I hope I am not misquoting
involved in projects that
the crowning pinnacle of the
him, but he said something like
drew on expertise from
undergraduate degree, and
this: what matters is not disci-
music, education, social
supervising research projects,
plinary labels or boundaries
work, counselling, politics
at undergraduate and post-
but interesting and important
and international relations.
graduate level has been the
questions. Once you have set-
My job was to supply the
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V o lu me 4 , Is su e 1
psychology component , and
route seems to be to acquire
collect and analyse data on
to help work out how the
the needed new expertise
where, when and how peo-
different disciplinary contribu-
yourself. If the new expertise
ple got violently killed during
tions could complement one
remains within a single disci-
conflict. My psychology
another.
pline, that is somewhat con-
training has provided some
venient. But it doesn‘t always
transferable skills, but the
happen like that. Keele has,
theoretical framework in
over the years, provided some
which the data is discussed
spectacular examples of disci-
is not really psychology. It
pline shifts.
has elements of politics,
I remember a particularly fruitful collaboration in the mid-90s between a concert pianist, a computational modeller and acoustician, and a
elements of demography,
psychologist. One of the unex-
The late Andor Gomme, for
pected, but memorable mo-
example, came to Keele as an
ments in that research was
English literature specialist. But
when the team members met
his interest in Victorian archi-
For instance, one project
together at Keele for a 3-day
tecture (to which of course
I‘m involved with provides
planning session. Before the
there were all kinds of literary
data on the relative lethality
concert pianist could begin to
links) grew and grew to the
of different types of weap-
concentrate on making his
point where his major aca-
ons. By accumulating a large
contributions, we had to en-
demic work at the end of his
number of reports of violent
sure that he could spend 2-3
life was in Architectural His-
incidents containing details
hours each day locked away in
tory. Somehow Keele – to its
of weapon and victim demo-
a room with a piano. He told
credit – managed to accommo-
graphics, we have been able
us that he literally could not
date that. He did not switch
to demonstrate that bombs
function as a human being
departments, and he continued
of the type dropped by coa-
without his daily fix of solitary
teaching English literature until
lition forces in Iraq have
communion with his instru-
his retirement, though with
some of the most indiscrimi-
ment. This for me became a
increasingly strong connections
nate effects.
metaphor for the tolerance
to the History Department
tion of women and children
and accommodation that peo-
where he became a leading
killed by such bombs is very
ple from different disciplines
light in their Victorian Studies
high, far higher than the
need to exercise when work-
programme.
proportion killed during, for
ing together. Keele psychologists have been rather good at this kind of interdisciplinary research throughout the life of the department.
Over the past 10 years or so my involvement in the peace movement, and my increasing concerns for the civilian victims of war, has taken me way
Sometimes you can make pro-
outside psychology. Looking
gress by enlisting people with
into these issues from a re-
expertise you don‘t have. On
search perspective has in-
other occasions, the best
volved me in learning how to
elements of physics and medicine.
The propor-
instance, gunfire, or even suicide bombing. One reason for this is that, even when intelligence is accurate, when you drop a large bomb in a populated area, you kill all the occupants of a house (and often neighbouring houses too –
“Keele psychologists have been rather good at this kind of interdisciplinary research throughout the life of the department.”
Page 8
Ke e l e P s y ch o l og y R e s ea rch not just the men you are tar-
of more than 2 years, to the
civilians (particularly
geting). The publications aris-
point where we then proposed
―peaceniks‖ such as me) and
ing from this work do not find
that we and he write some-
there was remarkably little
their way into psychology
thing together. He was the one
dissent from the thrust of
journals. Here is a partial list
who negotiated publication in
them.
of some of the places where
the British Army Review, and
this more recent work has
also got permission from the
appeared:
editor for us to reprint the
New England Journal of Medicine Public Library of Science Medicine
Who to dialogue with
article in the public domain. At the point where the article got
I spend most of my time,
published, our military col-
not with the people who I
British Army Review
league was revealed as Briga-
know agree with me - peace
Journal of Iraqi Studies
dier General Richard Iron, the
activists and the like – but
person responsible for the
with people who do not
handover from the British
share all aspects of my
Army to the local forces in
world view. I take a lot of
This list of journals includes
Basra. Richard Iron knew at
time cultivating middle rank-
one you may not have heard
first-hand what damage was
ing civil servants who may
[-] with people who do
of. The British Army Review is a
done to British objectives in
be advising ministers. I get
not share all aspects of
non-ISSN publication, which is
Iraq when British forces killed
to know senior journalists
only available in hard copy,
people, even if their death was
who write opinion pieces in
and only to members of the
unintended. Even more damage
the major papers – some-
British Army. As a civilian
was done when the UK was
times they are able to slip
you can neither consult it in
not open about the fact of
some of our ideas and rec-
the British Library nor buy a
these deaths – which could
ommendations into their
subscription. But our re-
easily be read as callousness or
pieces! But I have to say that
search team decided that in
even hostility. So our article
I don‘t spend a great deal of
order to maximise the
was an accumulation of argu-
my time justifying or fine-
chances of policy change based
ments and evidence relevant to
tuning my stance as a result
on our research we needed to
the benefits of governments
of reading the latest psycho-
get British soldiers on our
engaging in comprehensive and
logical research on attitude
side. Through networks of
transparent reporting on casu-
change, far less doing any
contacts we identified a very
alties in conflict.
such research. And I sup-
senior British Army Officer
We have good evidence that
pose one of my justifications
who seemed sympathetic to
Iron‘s collaboration with us has
for this is actually that in my
our approach. We first invited
opened further doors. When I
view the important research
him to a private small round-
took these arguments to a
on this topic was done many
table in Autumn of 2007. We
meeting of senior UK military
decades ago. This research
then kept up a continuous
officers, Iron‘s name undercut
delivered clear results, and I
correspondence over a period
the natural prejudice against
am more interested in ap-
Delivering impact
“I spend most of my time
my world view”
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V o lu me 4 , Is su e 2 plying its insights than fine-tuning
relationships with each other
And although Michael might
them through further research.
and the huge number of
not thank me for saying it, I
You could say, in a way, that I
students who rely on you. My
want to finish by saying to
am trying to deliver the impact.
years at Keele, fully inside
the academic staff members
As a pensioner, looking back on
academia, were good years. But
at Keele, do consider a ca-
34 salaried years in Higher
the years since Keele, much
reer change, and do con-
Education, I can, of course,
more outside academia, have
sider spending some of your
assume the privilege of saying
also been good. If I do have any
time outside academia. It
―its not my problem – over to
regrets, it might be that I didn‘t
will enrich you, and it might
you‖. But I do appreciate, as
find a better balance earlier. I
also make you a more im-
many of my generation does,
turned 60 last year. 49 of those
pactful researcher! But,
that the ―class of 68‖ had it
years were spent full time in
unlike me, don‘t leave it till
remarkably easy.
the education system, 19 years
your 50s. Do it earlier if you
as a student, and 30 as a Keele
can!
I would not like to be entering the profession today, and I take my hat of to those of you who are here, grappling with these enormous challenges, and somehow managing to retain
staff member. If I were given the opportunity to have that life again, I think I might have spent
Abridged version of talk John
more of it outside academia.
gave at the room naming event.
humour, creativity, and inspiration for your
Book in honour of John Sloboda. See Applied Section news for details of chapter by Dr Alexandra Lamont
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Ke e l e P s y ch o l og y R e s ea rch Music Psychology continues to thrive The Centre was well represented by Alexandra Lamont, Jodie Underhill and Geraldine Leighton at the Seventh International RIME conference at Exeter University in April.
“Alex‟s keynote follows in the illustrious steps of John Sloboda”
Alex gave a keynote presentation to 180 delegates (the largest of these conferences to date), entitled The Beat Goes On: Music education, identity and lifelong learning. She drew on her own recent research with a range of amateur adult musicians at various stages across the lifespan, as well as recent studies with Michael Murray and Becky Hale on older choirs in the local area. The focus of her keynote was to consider what music education needs to do in order to provide lasting experiences of value to a whole range of people, not just those who go on to become professional musicians. She ended the talk with a short clip of her own Keelebased string quartet, the Mars Quartet (pictured), playing a
piece by Frank Bridge. Alex‘s keynote follows in the illustrious steps of John Sloboda, who gave a keynote to the same conference 10 years ago, and will be published in an issue of Music Education Research later this year. Jodie and Geraldine each gave spoken presentations to good audiences in the busy programme of sessions. Jodie presented her ongoing PhD work on school musical cultures and how these can help to promote positive attitudes towards music education amongst pupils. Geraldine presented a different aspect of
her ongoing project, exploring the development of children‘s musical identity through children‘s drawings of ‗a musician‘. The conference drew delegates from all over the world and from different disciplines, including music psychology researchers, music teacher trainers, music teachers and teacher researchers, giving a wide audience for our presentations. The setting at the University of Exeter‘s St. Luke‘s campus made the conference very friendly, with ample opportunity to talk to people between sessions and share different ideas about research and practice, and ended with a barn dance where delegates were twirled around as much as their ideas had been in the rest of the conference!
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V o lu me 4 , Is su e 2
New edition of text book different approaches to the The second edition of Dr Andrew Rutherford‘s book ANOVA and ANCOVA: A GLM Approach is published by Wiley this summer.
designs as they relate to ANOVA and ANCOVA. All chapters have been revised, as each area of coverage now concludes with discussion of tests of main effects and type 1 error issues. Furthermore,
Wiley state that ―this new edition continues to provide a contemporary look at the nature of GLM (general linear model) analyses, describing how
a new chapter on hierarchical models introduces the use of this technique to methods in experimental psychology. Additional topics that have
to implement such analyses throughout the experiment design process, from data examination to the testing of hypotheses. The book begins with a brief history of the separate development of ANOVA and regression analyses, and then goes on to demonstrate how both analyses are incorporated into the understanding of general linear models (GLM). The chapters that follow are clearly organized by the nature of the experimental design and its analyses, detailing conventional statistical concepts of ANOVA and ANOVA and interpreting them in GLM terms. The book proceeds to cover the main single- and multi-factor
been expanded upon and added include: different approaches to carrying out the simple effect analyses and pairwise comparisons (particularly with regard to related and repeated measure analyses), the power of the
different effect analyses, optimal experimental designs, a review of Wilcox‘s arguments, normality violations and their consequence for experimental analyses, and the issue of inflated Type 1 error due to multiple hypotheses testing.‖
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Ke e l e P s y ch o l og y R e s ea rch Committee membership An indication of the influence researchers are able to have on the research community and beyond can be seen by their membership of organising committees. Currently we have members on 10 committees of national and international organisations. Following the popularity of our editorial board feature last time, we thought we‘d put together a quick round up below.
The British Neuropsychological Society
Dr Nicky Edelstyn is the Secretary of the British Neuropsychological Society. Her role is to manage membership, publish 4 newsletters per year, prepare agendas and minute the executive committee meeting and AGMs, assist in preparation for the 2 conferences they have in the autumn and spring each year. Dr Alexandra Lamont has been a member of the Society for Education, Music and Psychology Research (SEMPRE) committee since 1999 as its marketing and development officer, and currently administers an online discussion forum and Facebook page for the society. SEMPRE is the only organisation in the world to combine music psychology and music education, was set up at the very start of the academic discipline of music psychology back in 1972, and organises various conferences as well as publishing the journals Psychology of Music and Research Studies in Music Education http:// www.sempre.org.uk/
Alex was also elected onto the Executive Committee of the European Society for the Cognitive Sciences of Music (ESCOM) as a general member in 2009. ESCOM brings together European researchers in music psychology and associated fields, holds a triennial conference, and publishes the trilingual journal Musicae Scientiae http://www.escom.org/index.html
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V o lu me 4 , Is su e 2
CCYP : Counselling Children and Young People
Dr Maggie Robson is a member of Executive Committee of The Children and Young Peoples Division of British Association of Counselling and Psychotherapy (BACP).
Dr Andrew Rutherford is Chair of the British Psychological Society, Mathematical, Statistical & Computing Section. Andrew says ―a lot of the Chair‘s work is administrative and much of it seems to be generated by the British Psychological Society (BPS). With the BPS no longer fulfilling the role of a professional council, it has started to try to reengage with academic psychologists.‖ ―The BPS MS&C Section is one of the oldest BPS Sections and traditionally holds its Annual Scientific Meeting in London, on a Saturday, in the first half of December. The BPS MS&C Section is an extremely friendly group and its Annual Scientific Meeting is very supportive. I would encourage anyone with any interest in topics such as computational and mathematical modelling, new and established data analytic techniques, psychometrics and measurement theory to experience the Annual Scientific Meeting and contemplate joining the section.‖
Dr Sally Sargeant was elected onto the committee of the International Society of Critical Health Psychology (ISCHP) in April 2011. Her role is to help develop interests of and contacts for psychology postgraduate students working on critical health projects.
Dr Sue Sherman is a member of the BPS Cognitive Section Committee. Her role includes attending regular meetings, chairing sessions at the annual conference and this year she is Chair of the 2011 BPS Cognitive Section Annual Conference which is being held at Keele University from the 6-8th September (see Cognitive Section News for more details). Dr Andrew Rutherford is also a member of the Section Committee with the special role of Cognitive Section Announcement Mail-List Manager.
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Ke e l e P s y ch o l og y R e s ea rch
Professor John Sloboda has been a member of the Psychology Section (S6) of the British Academy since 2004. In 2009 he was elected to the Council of the British Academy which is its governing body. He serves for three years, until 2012. The role of a trustee is to oversee and approve all aspects of the work of the Academy, which is a registered Charity. In 2010 John was asked by the Section to represent Psychology on a new "Public Policy Fellows Group" which is an internal "think tank" to help the Academy decide which issues of UK policy are ripe for some intervention (report, meeting) from the Academy, and which sub-disciplines can offer relevant expertise. As from October 2011 John will serve on the steering committee of the section. One of the main jobs of steering committee members is to review grant applications to the Academy that fall within the remit of the Psychology Section.
Dr Richard Stephens is a committee member of the BPS Biopsychology section. He is also the BPS Biopsychology newsletter editor. As well as having its own annual scientific meeting, this year being held near Ambleside in the Lake District, the section also organised a very well attended and enthusiastically received symposium at the BPS Annual Conference in Glasgow last month. Regular topics at these meetings include influences on human cognitive function (e.g. drugs, alcohol, herbal extracts, foods, chewing gum) and effects of stress on people. Dr Mark Trueman is a member of the Undergraduate Education Committee of the BPS. This committee is responsible for evaluating UK psychology programmes and their resource base to ensure that they meet the criteria necessary for their students to be eligible for the Graduate basis for Chartered Membership (GBC).
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V o lu me 4 , Is su e 2
News from the Applied Group Dr Helena Priest’s book
and to understand what can
‗An introduction to psycho-
be done to identify and mini-
logical care in nursing and the
mise any difficulties they
health professions‖ is pub-
might be experiencing in
lished by Routledge this sum-
these areas. This text con-
mer.
tains key learning points, practical activities, reflective
Routledge say the book
exercises and case illustra-
―explains and promotes the
tions. It is ideal for student
importance of psychological care for people when they become physically ill, giving a sound theoretical basis to ensure care is evidence-based.
and practising nurses, and It encourages the reader to
health professionals who
think about the effects of ill-
would like to improve their
ness and disability on patients,
care for patients in this essential area.‖
Successful bid on health literacy and diabetes Stoke Healthy City Partnership has awarded a £49,000 contract to a group of researchers from the Centre for Psychological Research to facilitate an action research project on health literacy. The team will be led by Dr Emee Vida Estacio (pictured, left), with Professor Robert McKinley, Professor Michael Murray and Dr Sally Sargeant as coinvestigators.
This project aims to develop and evaluate an intervention to help individuals in Stoke-inTrent to better understand health information and to navigate the healthcare system more effectively. This project will initially focus on diabetes management, with an intention to transfer key learning to other long term health conditions. Two specific groups will be prioritised: 1) Young men under 25 years
of age; and 2) South Asian men. The project will involve mapping of existing services, assessment of current health literacy levels and community engagement exercises using Photovoice, the World Café and stakeholder events.
For more information, email e.v.g.estacio@psy.keele.ac.uk
Invited lectures Down Under Dr Sally Sargeant visited
The first was about adjust-
The second talk was for the
Australia where she delivered
ment to chronic illness, at
University of Adelaide School
two invited lectures at the
Monash University in Mel-
of Psychology seminar pro-
Group of Eight coalition of
bourne, which contributed
gramme, for which Sally pre-
leading Australian universities.
towards a programme of
sented "The Method for the
study for first year under-
Madness: the use of narrative
graduates.
in primary care mental health".
Page 16
Ke e l e P s y ch o l og y R e s ea rch Applied Group Funding Success Dr Alexandra Lamont
Dr Emee Vida Estacio, to-
(with Nicholas Reyland, Mu-
gether with Professor Robert
sic), has recently been
McKinley (Primary Health),
awarded £6,831 from British
Professor Michael Murray
Academy small grants scheme
and Dr Sally Sargeant has
for a 7-month project to ex-
been awarded £49,000 by NHS
plore the effects of pace and
Stoke and Stoke City Council,
intensity in television pro-
for a project entitled ―Action
grammes on young children‘s
on health literacy: Engaging tar-
viewing and behaviour.
get populations‖ (see page 15).
Applied Group Publications Estacio, E.V., & Marks, D.F. (2010). Critical reflections on social injustice and participatory action research: The case of the indigenous Ayta community in the Philippines. Procedia Social and Behavioral Sciences, 5, 548-552. Greasley, A.E. & Lamont, A. (2011). Exploring engagement with music in everyday life using experience sampling methodology. Musicae Scientiae, 15(1), 45-72. Hartley, J. (2010). Never mind the impact factor: Colleagues know better! Learned Publishing, 23, 1, 63-65. Hartley, J. (2011). Write when you can and submit when you are ready! Learned Publishing, 24, 1, 25-27. Hartley, J. (2011). Screen de-
sign. APA Monitor, 42,1, 4. Hartley, J. (2011). Students‘ beliefs about academic writing. PsyPag Quarterly, June, No.79, 32-34. Hartley, J. (2011). Review of C. Aitchison et al, Publishing pedagogies for the doctorate and beyond. Studies in Higher Education, 36, 1, 121-123. Kozak, M. & Hartley, J. (2011). Writing the conclusions: How do bullet points help? Journal of Information Science, 37, 2, 221-224.
Sloboda (pp. 47-64). Oxford: Oxford University Press. Marks, D.F., Murray, M., Evans, B., & Estacio, E.V. (2010). Health Psychology: Theory, Research and Practice (3rd ed). London: Sage Publications. Montgomery, A., Michie, S., Baban, A., McIntyre, T., Kok, G., Lawrence, W., Murray, M., & Johnston, M. (2010). Social justice: What has health psychology contributed? European Health Psychologist, 13, 3-12.
Lamont, A. 2011). Negotiating music in the real world: De(cont‘d overleaf) velopment, motivation, process and effect. In: I. Deliège & J.W. Davidson (Eds.), Music and the Mind: Investigating the functions and processes of music. A book in honour of John
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V o lu me 4 , Is su e 2
Applied Group Publications (cont‘d) Murray, M. & Sargeant, S. (2011). Narrative research. In D. Harper & A. Thompson (Eds.) Qualitative research methods in mental health and psychotherapy: An introduction for students and practitioners (pp. 163-175). London: Sage. Priest H., Hale, R., & Jacobs, G. (2010). Diversity in the psychology curriculum at Keele University: A collaborative action research project (Final report and toolkit). York: Higher Education Academy Psychology Network. Priest, H., Roberts, P., Dent, H., Hunt, T., Weston, D., Chell, A., Blincoe, C., & Arm-
strong, C. (2011). Preparing for collaborative working in mental health: an interprofessional education project with clinical psychology trainees and nursing students. Journal of Mental Health Education, Training and Practice, 6(1), 4656. Priest H. (2011). An introduction to psychological care in nursing and the health professions. London: Routledge. Robson, M. A. (2010). ‗Therapeutic Work with Children: A Contextual Overview‘ British Journal of Guidance and Counselling. 38, 247-261.
Sargeant, S., & Gross, H. (2011). Working with the ―unclosed diary‖: Investigating how young people learn to live with Inflammatory Bowel Disease. Qualitative Health Research (available on-line). Yu, G., Renton, A., Wall, M., Estacio, E.V., Cawley, J., Datta, P. (2010). Prevalence of low physical activity and its relation to social environment in deprived areas in the London Borough of Redbridge. Social Indicators Research. DOI: 10.1007/s11205-010-9745-x
Applied Group Presentations Bernard, M., Amigoni, D., Munro, L., Murray, M., Rezzano, J., & Rickett, M. (2010). The place of theatre in representations and recollections of ageing: preliminary findings from the ‘Ages and Stages‘ project. International Federation on Ageing: 10th Global Conference on Ageing, Melbourne, Australia. Estacio, E.V. (2011, February). Internationalisation @ Keele: An action research project. International Awareness Day. School of Nursing and Midwifery, Keele University, UK. Estacio, E.V. (2011, February). Life as a migrant nurse in the UK: Action research in progress. International Awareness Day. School of Nursing and Midwifery, Keele University, UK. Estacio, E.V. (2011, March).
Action research with the indigenous Ayta community in the Philippines. World Sociology Plus, Keele University, UK.
Karic, T. & Estacio, E.V. (2011, June). The World Café: Exploring different ways of listening. Higher Education Estacio, E.V. (2011, June). Life Academy Conference on as a migrant nurse in the UK: A Internationalisation of Pedagogy session with nursing students. and Curriculum: Exploring New School of Nursing and Midwifery, Frontiers. University of Warwick, Keele University, UK. UK. Estacio, E.V. & Karic, T. (2011, June). Promoting intercultural learning through collective action and diversity. Higher Education Academy Conference on Internationalisation of Pedagogy and Curriculum: Exploring New Frontiers. University of Warwick, UK. Hale, R., Priest, H., & Jacobs, G. (2011, May). Addressing diversity in psychology undergraduate programmes in the UK: an action research project. Paper presented at the British Psychological Society Annual Conference, Glasgow.
Lamont, A. (2011, April). The beat goes on: music education, identity and lifelong learning. Invited keynote talk at the Seventh International Research in Music Education Conference, Exeter University. Lamont, A. (2011, March). Learning to play: theory and research in musical development. Invited keynote talk at the Worcestershire Early Years and Childcare Service Conference: Music Play with Early Years. (cont‟d overleaf)
Page 18
Ke e l e P s y ch o l og y R e s ea rch Applied Group Presentations (cont‘d) Intimate Encounters: Personal Reflections on Counselling Practice, Teaching and Research. Invited speaker at 28th Annual Hartop Lecture. University of Durham.
Leighton, G.S, & Lamont, A. (2011, March) Opportunity and choice – Encouraging children to develop positive musical identity. Society for Education, Music and Psychology Research (Sempre) one-day conference: Developing the Musician, University of Reading Leighton, G.S, and Lamont, A. (2011, April) A musician is ..........‘ – windows into children‘s musical self-identity. 7th International Conference for Research in Music Education (RIME), Education, University of Exeter.
From left to right: Dr Helena Priest, Dr Maggie Robson, Dr Sally Sargeant
Murray, M. (2011, June). Community arts and ageing. NDA Ageing and the Humanities: Shaping a new research agenda. British Academy, London. Priest, H., Hale, R., & Jacobs, G. (2011, July). Diversity in the Psychology Curriculum. Poster presented at the Higher Education Academy Psychology
Sargeant, S., List, P., Baniamer, N., Narayanan, S. & Smith, H. (2011, April) Target practice: decision making v. treatment trajectories in breast cancer care. Presented at International Society of Critical Health Psychology conference, University of Adelaide. Network Psychology Learning and Teaching Conference, Edinburgh. Robson, M. A. (2010, September). Play and its importance in healthy development and as a response to children‘s emotional distress. Keynote presented at the 11th Kenya Association of Professional Counsellors (KAPC) Conference „Issues face the family and the counsellor‟s response‟. Nairobi. Robson, M. A. (2011, March). Intimate Encounters: Personal Reflections on Counselling Practice, Theory and Research. Keynote speech at Keele University 5th Annual Counselling Conference. Robson, M. A. (2011, May). Reflective Practitioners – Budding Researchers? Workshop presented at the British Association of Counselling and Psychotherapy (BACP) Research Conference, Liverpool. Robson, M. A. (2011, May).
Scharf, TS, Ziegler, F., Beech, R., Maslin-Prothero, S., Murray, M., Beech, R., Bailey, J., Crummett, A., & Middling, A. (2010). Community-based participatory action research: opportunities and challenges for critical gerontology. British Society of Gerontology, Annual Conference, Brunel, London.
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V o lu me 4 , Is su e 2
News from the Cognitive group Many of us have appeared in the media from time to time—interviewed on the radio or having our research written up in the weekend newspapers, but one man in particular is taking this to new levels. I asked Dr Richard Stephens what he had been up to since the last newsletter in December, here is what he told me: 17th May 2011 – Took part in a TV shoot for a Channel 4 programme "Secrets of Buildings" presented by Times architecture critic Tom Dyckhoff. My role was to explain the psychology of pain and to oversee a demonstration experiment assessing the effects of different built environments on the ice cold water pain challenge. April 2011 – My presentation at the British Psychological Society Annual Conference in early May on swearing and pain received considerable media attention including a live interview with Peter Allen on BBC Radio 5 Live's Driv-
etime (18th April 2011) and articles around the same time in the Daily Mail, the Independent and the Scotsman. 11th April 2011 – l took part in a live appearance on BBC West Midlands "Danny Kelly Show" chatting about the psychology of swearing in aftermath of Wayne Rooney outburst and subsequent repost by Wolverhampton senior police office blogging that anyone in Wolverhampton would be arrested for such language. 7th April 2011 – another live appearance on BBC Radio Stoke on ―Mid-Morning with Stuart George‖, chatting about the psychology of fear. 10th February 2011 – recorded appearance on BBC Radio Stoke on ―Mid-Morning with Stuart George‖, chatting about the new study by Professor Patrick Haggard, professor of cognitive neuroscience from UCL, showing that looking at the part of your body affected reduces the pain experienced.
In January 2011, I visited London's Criterion Theatre to take part in some TV filming with Stephen Fry and Brian Blessed. The sequence, in which I ran through some psychological experiments on swearing with Stephen and Brian, will be included in Fry‘s documentary ―Planet Word‖ to be aired on BBC television in Autumn 2011. ***************************** On a somewhat smaller scale, Dr Sue Sherman also appeared on Radio Stoke in March to discuss ―why we forget things in everyday life‖. In May, the New Scientist published a brief report on Sue‘s research into false memories for brand names. The research reported found that you can create false memories for non-presented brand names (e.g., Carling) in the laboratory by presenting related brand names (e.g., Budweiser, Grolsch, Foster‘s). Over time (a week later) false memories went up, whilst correct memories went down.
Funding successes Professor John Wearden (pictured, right) was awarded a £4000 travel grant from the British Academy to support research, "Developmental and Cognitive studies of timing, with a Professor Sylvie Droit-Volet at the
Université Blaise-Pascal in Clermont-Ferrand. John also went on a research visit to Berlin in April supported by a grant from the German DFG.
Don‟t miss the 2011 BPS Cognitive Section Annual Conference being hosted by Keele in September. A range of symposia are taking place, convened by members of the Psychology research Group (see back page for details).
Contact the organizer—Dr Sue Sherman with any questions.
Page 20
Ke e l e P s y ch o l og y R e s ea rch Cognitive Group Publications Allman, M., DeLeon, I.G., & Wearden, J.H. (2011). A psychophysical assessment of timing in individuals with autism. American Journal on Intellectual and Developmental Disabilities, 116, 165-178.
Grange, J.A. (2011). Control of working memory contents during task switching. In E. Levin (Ed.). Working Memory: Capacity, Development, & Improvement Techniques. New York: Nova Science Publishers (pp. 477-512).
Grange, J.A. & Houghton, G. (2011). Task preparation and task inhibition: A comment on
Koch, Gade, Schuch, & Philipp (2010). Psychonomic Bulletin & Review, 18, 211-216.
Jones, L.A., Allely, C., & Wearden, J.H. (2011). Click trains and the rate of information processing: Does ―speeding up‖ subjective time make other psychological processes run faster? Quarterly Journal of Experimental Psychology, 64, 363-380.
ance, 37, 303-311.
Rutherford, A. (2011). ANOVA and ANCOVA: A GLM Approach (2nd ed.). Wiley.
Sherman, S. M., & Jordan, T. R. (2011). Word frequency effects in long term semantic priming and false memory. British Journal of Psychology. Available on-line.
Matthews, W.A., Stewart, M., & Wearden, J.H. (2011). Stimulus intensity and the perception of duration. Journal of Experimental Psychology: Human Perception and Perform-
Cognitive Group Presentations Grange, J.A. & Houghton, G.
Stephens, R. (2011, March).
Stephens, R. (2011, July).
(2011, April). Inhibition in
Swearing as a response to
Swearing as a response to
task switching: task cues and
pain. Invited talk at the Cavern
pain. Invited talk at Wrexham
individual differences. Paper
Club, Liverpool, as part of the
Science Festival.
presented at the EPS confer-
2011 Ig Nobel Tour of the UK
ence, Oxford University, UK.
and National Science Week..
Sherman, S. M. (2011, May).
Stephens, R. (2011, April).
response to pain – effect of
False memories for famous
Swearing as a response to
daily swearing frequency. Pa-
names and faces. Paper pre-
pain. Invited talk at Edinburgh
per presented at the British
sented at the BPS Annual con-
Science Festival as part of the
Psychological Society Annual
ference, Glasgow.
2011 Ig Nobel Tour of the UK.
Conference, Glasgow.
Stephens, R. (2011, March).
Stephens, R. (2011, June).
Wearden, J. H. (2011, April).
Swearing as a response to
Swearing as a response to
Modelling human time per-
pain. Invited talk at the New
pain. Invited talk at Birmingham
ception with the SET system.
Brighton Pavillion as part of the
City University Centre for Health
Invited talk at the TIMELY train-
2011 Ig Nobel Tour of the UK
and Social Care Research.
ing school. Groningen, Nether-
and National Science Week.
Stephens, R. & Umland, C. (2011, May). Swearing as a
lands.
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V o lu me 4 , Is su e 2
News from the Social group Humour and Bullying Dr Claire Fox and 2nd year Psychology student, Lucy James, have been awarded a British Psychological Society (BPS) Undergraduate Research Assistantship bursary of £1600 for a project to examine the links between children‘s humour styles and the problem of bullying in schools. The aim of the Undergraduate Research Assistantship Scheme is to provide
From Boys to Men: Precluding the proclivity to perpetrate Claire and Dr Mary-Louise Corr have been continuing their work on the ESRC ‗From Boys to Men‘ project with the emerging findings presented at a dissemination event held at Keele on the 24th June 2011 entitled 'Preventing Domestic Abuse: Working with Children and Young People'. The event brought together over forty delegates who represent both local and national organisations in the areas of domestic abuse research, policy and practice. The workshop‘s presentations focused on working with children and young people in reducing their risk of becoming involved in domestic abuse as adolescents and adults. The presentation of the study‘s findings focused on
up to 10 researchers with the opportunity to provide an undergraduate with ‗hands on‘ experience of research during the summer vacation, to gain an insight into scientific research and to encourage them to consider an academic career. The BPS scheme is a prestigious award that marks Lucy out as a future researcher and potential academic.
The project will enable Claire to pilot the process of data collection before embarking on the ESRC funded Humour and Bullying project at the beginning of the next school year. Josie Booth will be joining us from the University of Strathclyde to take up the position as the full-time Research Associate working on the ESRC project and we look forward to welcoming Josie in August 2011.
evaluation of ‗Relationships without Fear‘ (RWF), a school-based intervention programme on healthy relationships and domestic abuse prevention, delivered by Arch North Staffs. RWF explores how positive and healthy relationships, free from fear and abuse, can be formed and aims to prevent domestic abuse by giving young people the knowledge, skills and advice to enable them to recognise an abusive relationship. To evaluate the effectiveness of RWF, 870 children aged 13-14 years completed the Attitudes to Domestic Violence questionnaire, using a pretest, post-test control group design. The findings are positive with children who have received the programme showing a significant improvement in their attitudes, compared to those in the control group. Stage two of the project is now underway which involves
focus groups with children and young people. Stage 3 of the project, which begins in October 2011, will involve indepth interviews with boys at risk of becoming perpetrators of domestic abuse in later life. Claire (below left) also presented the findings from last year‘s pilot evaluation of RWF at the BPS Annual Conference in Glasgow with Kate Howard, co-ordinator of RWF (below right).
Page 22
New s l e tte r T i tl e Daphne III READAPT Project In a related project, Claire and Becky Hale have begun work on the Daphne III EU funded project called READAPT - Relationship Education and Domestic Abuse Prevention Tuition. The project aims to establish how best to support and enhance the resilience of young people, so they are able to cope with the effects of domestic violence. The READAPT project is committed to helping
children come to terms with domestic violence, whether that violence is perpetrated by a parent or step-parent, or occurs in the context of their own dating relationships. It seeks to help build children‘s resilience so that they can build healthy relationships for themselves in adult life. The project involves a coalition of seven partners across six
European countries – the UK, Spain, France, Malta, Belgium and Sweden.
READAPT is pioneering an innovative cycle of implementation, evaluation, and development work to improve the quality of domestic abuse prevention initiatives for children and young people in Europe. Evaluation and quasi-
experimental methods are currently being applied to relationship education and domestic abuse prevention tuition programmes in the UK, Spain and France, while a new package of intervention will be designed, piloted and rolled out in Malta. This cycle of implementation, evaluation and development work will ensure effective and sustainable development across the
partner sites involved. It is anticipated that in excess of 2000 children will take part in the research across the UK, Spain and France and that a further six secondary schools and approximately 450 children will benefit from the interventions that follow in Malta during the lifetime of the funded duration of the project. Teachers and educators located across over 50 European schools will be engaged with the project.
The evaluation involves collecting data about children‘s attitudes to domestic violence at pre and post test and focus groups with children to enable them to provide feedback on specific aspects of programme content and delivery. In addition, user groups will be established to enable users to have a more direct input into how services can be improved. In addition to academic publications, the project will produce a resource kit for educators seeking to establish their own preventative education initiatives and a toolkit for researchers looking to evaluate relationship education programmes. The project‘s outputs will be showcased in a brochure for policymakers and on a dedicated website. Pictured are the project partners at the launch event at Keele in March 2011.
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Children and Young People in Society Research Group A new special interest research group has been established in Psychology, to enable those with an interest in researching children and young people to discuss common issues and share good practice. There have been three meetings this semester which
have involved Nat Golden talking about funding opportunities, Claire and Mary-Louise stimulating discussion around the ethical issues of conducting research in this area, and Dr Sarah Dean and Geraldine Leighton presenting some of their re-
search; Sarah talked about ‗Exploring written emotional disclosure in adolescents: Why doesn‘t it work?‘ and Geraldine presented on, ‗Opportunity and choice encouraging children to develop positive musical identity‘.
Social Group Papers, Presentations and Grants Harris, A.J.L., Rowley, M.G., Beck, S.R., Robinson, E.J. & McColgan, L. (2011). Agency affects adults', but not children's, guessing preferences in a game of chance, The Quarterly Journal of Experimental Psychology. (Available online).
Annual British Psychological Society Conference, Glasgow. Rotenberg K. J. & Petrocchi. S. (April, 2011). Seminar Internazionale: La fiducia interpersonal e lo sviluppo sociale: Aspectti teorici e instrumenti di misura. Universita del Salento, Brindizi, Italy (Invited Seminar) ******************************* Rotenberg, K. J. Atsushi, S., Betts, Fox, C. L., Corr, M., & Gadd, D. L. R. & Maeshiro, K. (March,2011) (2011. June). Domestic Abuse Pre- Development of a children‘s crossvention: Emerging findings from the cultural trust belief scale. In a sym„Boys to Men‟ Project. Paper preposium chaired by Ken J. Rotensented at the ESRC sponsored berg: Trust during childhood: Comevent: Preventing Domestic mon across or unique to culture? Abuse: Working with Children Society for Research in Child Deand Young People, Keele Univer- velopment Biennial Meeting, Montsity. real, Canada (Paper Symposium) Fox, C. L., Howard, K., & Gadd, D. (2011, May). Evaluating the Betts, L. R., Rotenberg, K. J. effectiveness of a school-based Eisener, M., Ribeaud, D., Atsushi, S. domestic abuse prevention pro& Maeshiro, K. (March, 2011). A gramme. Paper presented at the cross-cultural comparison of the
components of children‘s trust. In a symposium chaired by Ken J. Rotenberg: Trust during childhood: Common across or unique to culture? Society for Research in Child Development Biennial Meeting, Montreal, Canada (Paper Symposium) ********************************
Dr Chris Stiff has been awarded a British Academy small grant for £6800 to explore "do groups view potential new members who are religious as desirable or undesirable?”
The Social Group, from left to right, Ken Rotenberg, Serena Petrocchi, Martin Rowley, Mark Trueman, Chris Stiff, Claire Fox, Becky Hale, Mary-Louise Corr, Sarah Dean.
Organization
Keele Psychology Research is produced twice a year by staff at Keele University.
This issue was put together by Dr Sue Sherman.
Centre for Psychological Research Dorothy Hodgkin Building Keele University Keele ST5 5BG
We‟re on the web http://http://www.keele.ac.uk/ research/lcs/research/prc.htm
Date for your diary
BPS COGNITIVE SECTION CONFERENCE 2011
Tuesday 6th – Thursday 8th September 2011 Early Bird booking rate until: 31st July 2011 www.keele-conferencemanagement.com/bpscognitive2011 Keynote speakers: Professor Andrew Mayes, Manchester University Professor Andrew Yonelinas, University of California, Davis Professor Ulrike Hahn, Cardiff University – winner of the 2011 BPS Cognitive Psychology Section Award Confirmed Symposia: Cognitive sequalae of Parkinsons Disease (sponsored by Parkinson‘s UK and featuring in Special Issue of Journal of Neuropsychology) Recognition Memory, Timing, Influences on Cognition, Cognition and Music