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PRiDE: Psychological Research in Development and Education

The PRiDE cluster aims to investigate and develop understanding of the psychological processes that underlie an individual’s physical, cognitive, social and emotional development throughout the lifetime, through a wide variety of research projects.

Current projects:

  • Conductive education as a method of stroke rehabilitation (Jagjeet Jutley-Neilson)
  • Duration estimation in speakers of English and Greek (Olga Fotakopoulou)
  • Exploration of differences in Australian and UK toddlers in the use of touchscreens (Olga Fotakopoulou)
  • Variability in children’s reading strategies (Emily Coyne-Umfreville)
  • Psychology students as co-creators in designing an innovative case-study based learning resource (Olga Fotakopoulou)
  • Exploring the development of political thinking through focus groups (Olga Fotakopoulou)
  • A grounded theory on children's responses to bioethical dilemmas (Olga Fotakopoulou)
  • Adolescents' preferences for organ allocation: The role of empathy and altruism in allocation judgments (Olga Fotakopoulou)
  • Towards a speech rhythm-based reading intervention (Emily Harrison)
  • Investigating the potential of a rhythmic play programme in the early years for later reading development (Emily Harrison)
  • Examining the relationship between rhythmic elements and reading skills (Emily Harrison)
  • The prevalence of sensory processing disorders in children with Septo Optic Dysplasia and Optic Nerve Hypoplasia (Jagjeet Jutley-Neilson)
  • Exploring empathy in early childhood: using drama as a research tool to identify empathetic responses in 4-5 year olds (Olga Fotakopoulou)
  • A neurocomputational approach to understanding top-down and neuronal processes in ADHD (Eirini Mavritsaki, Amy Cook)
  • A threat to early childhood innocence or the future of learning? Parents’ perspectives on the use of touchscreen technology by 0-3 year olds in the UK (Olga Fotakopoulou)
  • International perspectives on digital technologies in childhood (Olga Fotakopoulou)
  • Childhood experiences and the development of decision making in adulthood (Stacey Bedwell)
  • Children’s understanding of implicit meaning in written language (Jeffrey Wood)
  • Ethical understanding in 7-9 year-olds (Olga Fotakopoulou)
  • Adolescent use of self-image in those with Scoliosis (Olga Fotakopoulou)
  • Post-natal depression and social media (Emily Coyne-Umfreville)
  • The implication of play for mums and dads (Emily Coyne-Umfreville)
  • Emotional intelligence during puberty in adolescents (Paraic Scanlon)
  • Attitudes towards those with physical and invisible SEN in 12-15 year-olds (Paraic Scanlon)
  • Investigating the effectiveness of a creative writing intervention for promoting adolescent mental health (Emily Harrison)