We are a research group focused on understanding self-processing biases in children and adults.
We have ongoing projects looking at the early development of self-biases, the impact of clinical disorders, and their potential for educational applications (details below). For information, to participate in research, or to apply for postgraduate opportunities within the research team, please contact firstname.lastname@example.org.
We are exploring the development of self-processing biases in memory in children aged three to ten years, and their relationship with other aspects of development. This 'Me in Memory' project is funded by the Leverhulme Trust and is being run in collaboration with Dr Josephine Ross (Dundee University) and Dr Jacqui Hutchison (University of Aberdeen)
Self-cues can capture attention and increase memory for information, features that have obvious educational applications. We are running a number of studies exploring the usefulness of incorporating self-cues in educational materials, in collaboration with Dr David Turk (Bristol University), Dr Josephine Ross (Dundee University) and Dr Janet McLean (Abertay University).
Self-processing can vary across individuals, and particularly in children who are diagnosed with developmental disorders such as autism and ADHD. In collaboration with Dr Josephine Ross (Dundee University), Dr Karri Gillespie Smith (UWS) and Dr Sinead Rhodes (Edinburgh University), we are examining the extent and nature of these variations.
Cues of self-relevance have significant effects on the attention system, affective processing, binding and memory, partly driven by their high position in the goal hierarchy. In collaboration with Dr Kevin Allan and Dr Doug Martin (Aberdeen University), and Dr Julia Vogt (Reading University) we are testing these cognitive effects and the conditions under which they are likely to be evoked.
We are leading research into the positive effects of self-processing biases on children's learning. We can advise on strategies and methodologies to improve children's task engagement and performance, by capitalising on self-cues. For more details, please contact Dr Sheila Cunningham (email@example.com)
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