{"id":30,"date":"2010-05-06T14:46:48","date_gmt":"2010-05-06T14:46:48","guid":{"rendered":"http:\/\/www.pc.rhul.ac.uk\/staff\/p.leman\/website\/?page_id=30"},"modified":"2024-10-20T14:56:10","modified_gmt":"2024-10-20T14:56:10","slug":"funding","status":"publish","type":"page","link":"https:\/\/socialdevelopment.psychologyresearch.co.uk\/?page_id=30","title":{"rendered":"Publications"},"content":{"rendered":"

Tweet<\/a><\/p>

2024<\/strong><\/p>\n

Burkitt, E., & Watling, D<\/strong><\/a>. (Accepted\/In press). How children draw, write and tell about portraying mixed emotions in themselves and others.\u00a0The International Journal of Art & Design Education<\/em>.<\/p>\n

Hayes, B.<\/a><\/strong> (2024). Exploring university students\u2019 online self-presentation techniques and self-disclosure behaviours as predictors of staff response. Journal of Digital Educational Technology, 4<\/i>, ep2405.\u00a0https:\/\/doi.org\/10.30935\/jdet\/14169<\/a>\u00a0OSF:\u00a0https:\/\/osf.io\/h4q8j\/<\/a><\/p>\n

Hayes, B.<\/a><\/strong>, & Fatima, S. (2024). ‘A language we understand’: Students\u2019 perceptions of emojis, memes and gifs in higher education teaching.\u00a0Student Engagement in Higher Education Journal<\/em>,\u00a05<\/em>(3), 154-177.\u00a0https:\/\/sehej.raise-network.com\/raise\/article\/view\/1187<\/a><\/p>\n

Hayes, B.<\/a><\/strong>, & Murniece, L. (2024).\u00a0Creation and validation of the Online Self-Disclosure via Educational Platforms Scale.\u00a0Journal of Digital Educational Technology<\/em>,\u00a04<\/em>(2), Article ep2416.\u00a0https:\/\/doi.org\/10.30935\/jdet\/14789<\/a><\/p>\n

Hayes, B.<\/a><\/strong>, & Serbic, D. (2024). Wellbeing Day: Co-producing events with students to promote wellbeing. Student Engagement in Higher Education Journal<\/i>,\u00a05<\/i>(2), 169\u2013184. Retrieved from\u00a0https:\/\/sehej.raise-network.com\/raise\/article\/view\/1196<\/a><\/p>\n

Hayes, B.<\/a><\/strong>, Suleiman, A., & Watling, D<\/strong><\/a>. (2024). Student\u2019s impression management and self-presentation behaviours via online educational platforms: An archival review.\u00a0First Monday<\/em>, 1-12. Article 29.<\/p>\n

Ravenhill, J., Hayes, B.<\/a><\/strong>, Nodin, N., Ramnani, N., Sebah, I., & Bourne, V. (2024). Inclusive pedagogies for learning the Psychology of Equality, Diversity, and Inclusion.\u00a0Psychology Teaching Review<\/em>,\u00a030<\/em>(1), 84-95.\u00a0https:\/\/doi.org\/10.53841\/bpsptr.2024.30.1.84<\/a><\/p>\n

Spooner, R., Bird, J. M., Irigoras Izagirre, N., Clemente, R., Fernandez Fueyo, E., Budworth, G., Cocirla, D., Todd, J., Aspell, J., Leganes, M., Watling, D<\/strong><\/a>., Plans, D., Brewer, R., & Murphy, J. (2024). Exploring sex differences in cardiac interoceptive accuracy using the phase adjustment task.\u00a0Psychophysiology<\/em>, Article e14689. Advance online publication.\u00a0https:\/\/doi.org\/10.1111\/psyp.14689<\/p>\n

2023<\/strong><\/p>\n

Nesbit, R., & Watling, D<\/strong><\/a>. (2023). Comparing two versions of the Chimeric Face Test: A pilot investigation.\u00a0Laterality<\/em>. Advance online publication. https:\/\/doi.org\/10.1080\/1357650X.2023.2252569<\/a><\/p>\n

Hayes, B.<\/a><\/strong>\u00a0(2023). Co-producing student wellbeing events. British Psychological Society Developmental Psychology Forum. <\/i>98. https:\/\/doi.org\/10.53841\/bpsdev.2023.1.98.6<\/a><\/p>\n

2022<\/strong><\/p>\n

Hayes, B<\/a>.,\u00a0<\/strong>James A., Barn, R., & Watling, D<\/strong><\/a>. (2022). Adolescents’ perceptions of the risks and benefits of social networking site use<\/a>.\u00a0International Journal of Cyber Behaviour, Psychology and Learning, 12,\u00a0<\/em>1-22. https:\/\/10.4018\/IJCBPL.306646\u00a0<\/a><\/p>\n

Hayes, B.<\/a><\/strong>, James, A., Barn, R.<\/a>, & Watling, D.<\/strong><\/a>\u00a0<\/strong>(2022).\u00a0Children’s risk and benefit behaviours on social networking sites<\/a>.\u00a0Computers in Human Behavior<\/em>,\u00a0130<\/em>, [107147].\u00a0https:\/\/doi.org\/10.1016\/j.chb.2021.107147<\/a><\/p>\n

Marriott, J., Mersinas, K., & Watling, D.<\/strong><\/a>\u00a0<\/strong> (2022). The Financial Mistreatment of Older People: Prevention Strategies. Digital or Visual Products<\/a><\/p>\n

Montgomery, L., Gange, A., Watling, D.<\/a>,<\/strong> & Harvey, D. (2022). Children\u2019s perception of biodiversity in their school grounds and its influence on their wellbeing and resilience.<\/a> Journal of Adventure Education & Outdoor Learning. <\/em>https:\/\/doi.org\/10.1080\/14729679.2022.2100801<\/a><\/p>\n

Woods, C.<\/a>, Luo, Z.<\/a>, Watling, D.<\/strong><\/a>,<\/strong> & Durant, S.<\/a>\u00a0(2022).\u00a0Twenty seconds of visual behaviour on social media gives insight into personality<\/a>.\u00a0Scientific Reports<\/em>,\u00a012<\/em>(1), 1-11. [1178].\u00a0https:\/\/doi.org\/10.1038\/s41598-022-05095-0<\/a><\/p>\n

2021<\/strong><\/p>\n

Mersinas, K.<\/a>, Durojaiye, T.<\/a>, & Watling, D.<\/strong><\/a>\u00a0<\/strong>(2021).\u00a0What Influences People\u2019s View of Cyber Security Culture in Higher Education Institutions? An Empirical Study<\/a>. In\u00a0The Sixth International Conference on Cyber-Technologies and Cyber-Systems CYBER 2021\u00a0<\/em>(pp. 32-42)\u00a0http:\/\/www.thinkmind.org\/index.php?view=article&articleid=cyber_2021_1_100_80075<\/a><\/p>\n

Hayes, B.<\/strong><\/a>, James, A., Barn, R., & Watling, D.<\/strong><\/a>(2021) “The world we live in now.”: A qualitative investigation into parents’, teachers’, and children’s perceptions of social networking site use.\u00a0<\/a>British Journal of Educational Psychology,\u00a0<\/em>[e12452]. https:\/\/doi.org\/10.1111\/bjep.12452<\/a><\/p>\n

2020<\/strong><\/p>\n

Harvey, D., Montgomery, L., Harvey, H., Hall, F., Gange, A., & Watling, D.<\/strong> (<\/a>2020). Psychological benefits of a biodiversity-focussed outdoor learning program for primary school children.<\/a> Journal of Environmental Psychology, 67,<\/em> 1-8. https:\/\/doi.org\/10.1016\/j.jenvp.2019.101381<\/a><\/p>\n

Watling, D.<\/a>,<\/strong> & Damaskinou, N. (2020).\u00a0Children’s facial emotion recognition skills: Longitudinal associations with lateralization for emotion processing<\/a>.\u00a0Child Development<\/em>,\u00a0 91,\u00a0<\/em>366-381.\u00a0\u00a0https:\/\/doi.org\/10.1111\/cdev.13188<\/a><\/p>\n

2019<\/strong><\/p>\n

Burkitt, E., Watling, D.<\/strong><\/a>,<\/strong> & Cocks, F. (2019).\u00a0Mixed emotion experiences for self or another person in adolescence<\/a>.\u00a0Journal of Adolescence<\/em>,\u00a075<\/em>, 63-72.\u00a0https:\/\/doi.org\/10.1016\/j.adolescence.2019.07.004<\/a><\/p>\n

Burkitt, E., Watling, D.<\/strong><\/a>,<\/strong> & Message, H. (2019).\u00a0Expressivity in children’s drawings of themselves for adult audiences with varied authority and familiarity<\/a>.\u00a0British Journal of Developmental Psychology<\/em>, 354-368.\u00a0https:\/\/doi.org\/10.1111\/bjdp.12278<\/a><\/p>\n

Nesbit, R.<\/a>\u00a0J.<\/strong>, & Watling, D.<\/strong><\/a>\u00a0(2019).\u00a0The role of audience familiarity and activity outcome in children\u2019s understanding of disclaimers<\/a>.\u00a0British Journal of Developmental Psychology<\/em>,\u00a037<\/em>(2), 230-246.\u00a0https:\/\/doi.org\/10.1111\/bjdp.12269<\/a><\/p>\n

2018<\/strong><\/p>\n

Damaskinou, N. & Watling, D.<\/strong> (2018).\u00a0\u00a0Neurophysiological evidence\u00a0(ERPs) for hemispheric processing of facial expressions of emotions: Evidence from whole\u00a0face and chimeric face stimuli. Laterality: Asymmetries of Body, Brain and Cognition,<\/em>\u00a023,<\/em> 318-343. DOI:\u00a010.1080\/1357650X.2017.1361963<\/a><\/p>\n

Cage, E.,<\/strong> Di Monaco, J. & Newell, V. (2018). Experiences of autism acceptance and mental health in autistic adults. Journal of Autism and Developmental Disorders, 48,<\/em> 473-484.\u00a0<\/em>https:\/\/doi.org\/10.1007\/s10803-017-3342-7<\/p>\n

2016<\/strong><\/p>\n

Burkitt, E., & Watling, D.<\/strong> (2016). How do children who understand mixed emotion represent them in freehand drawings of themselves and others? Educational Psychology,\u00a036 (5),<\/em> 935-955. DOI:\u00a0http:\/\/dx.doi.org\/10.1080\/01443410.2015.1044942<\/a><\/p>\n

Cage, E.,<\/strong> Bird, G., & Pellicano, E. (2016). “I am who I am”: Reputation concerns in adolescents on the autism spectrum. Research in Autism Spectrum Disorders, 25,<\/em> 12- 23.<\/p>\n

Cage, E.<\/strong>, Bird, G., & Pellicano, E. (2016). Reputation management in children on the autism spectrum. Journal of Autism and Developmental Disorders<\/em>, 46 (12),<\/em> 3798-3811<\/p>\n

James, A.<\/strong> (2nd March, 2016). How do children learn to form social bonds? The Conversation<\/em>: https:\/\/theconversation.com\/how-do-children-learn-toform-social-bonds-55192<\/p>\n

Leman, P., Skipper, Y., Watling, D.,<\/strong> & Rutland, A. (2016). Conceptual change in science is facilitated through peer collaboration for boys but not girls. Child Development, 87 (1), <\/em>176-183. DOI:\u00a0http:\/\/dx.doi.org\/10.1111\/cdev.12481<\/a><\/p>\n

2015 <\/strong><\/p>\n

Bourne, V. & Watling, D.<\/strong> (2015). Individual differences in emotion lateralisation and the processing of emotional information arising from social interactions. Laterality, 20,<\/em> 95-111.<\/p>\n

Cowie, H. & James, A<\/strong>. (2015, in press). Peer support in England, Japan and South Korea. In Smith, P. K., Toda, Y. & Kwak, K. (eds.), Reducing bullying and cyberbullying in schools \u2013 Eastern and Western Perspectives<\/em>. Cambridge University Press.<\/p>\n

Watling, D. <\/strong>(2015). Children\u2019s judgements of social withdrawal behaviours. British Journal of Developmental Psychology, 33, <\/em>180-182.<\/em><\/p>\n

2014<\/strong><\/p>\n

Hine, B., & Leman, P.J<\/strong>. (2014). Gender and children’s and adolescents’ judgments about prosocial behaviour. In P.J. Leman & H.R. Tenenbaum (Eds), Gender Development<\/em>. Oxford, UK: Psychology Press. ISBN 13: 9781848721135 ISBN 10: 1848721137<\/p>\n

James, A.<\/strong> (2014). Cross-age mentoring to support A-level pupils’ transition into Higher Education and undergraduate students’ employability. Psychology Teaching Review<\/em>, 20<\/i>(2), 77.<\/p>\n

James, A.,<\/strong> Smith, P. K. & Radford, L. (2014). Becoming grown-ups: a qualitative study of the experiences of peer mentors.<\/span><\/a> Pastoral Care in Education, 32<\/em>(2), 104-115.<\/p>\n

Leman, P.J.<\/strong> (2014). Developing Together. British Journal of Developmental Psychology<\/em>, 32<\/em>(1), 1-2. DOI: 10.1111\/bjdp.12035<\/p>\n

Leman, P.J.<\/strong> & Tenenbaum, H.R. (2014). “Introduction”. In P. J. Leman & H. R. Tenenbaum (Eds). Gender and development<\/em>. Oxford, UK: Psychology Press. ISBN 13: 9781848721135 ISBN 10: 1848721137<\/p>\n

Leman, P.J.<\/strong> & Tenenbaum, H.R. (Eds) (2014). Gender and Development<\/em>. Oxford, UK: Psychology Press. ISBN 13: 9781848721135; ISBN 10: 1848721137<\/p>\n

Michelson, D., Ben-Zion, I., James, A<\/strong>., Draper, L. & Day, C. (2014). ‘Living With Teenagers’: feasibility study of a peer-led parenting intervention for socially disadvantaged families with adolescent children.<\/span><\/a> Archives of Disease in Childhood.<\/p>\n

2013<\/strong><\/p>\n

Burkitt, E. & Watling, D.<\/strong> (2013). The impact of audience age and familiarity on children\u2019s drawings of themselves in contrasting affective states<\/span><\/a>. International Journal of Behavioral Development, 37<\/em>(3), 222-234.<\/p>\n

Cage, E<\/strong>., Pellicano, E., Shah, P., & Bird, G. (2013). Reputation management: Evidence for ability but reduced propensity in autism. Autism Research, 6 <\/em>(5), 433 – 442. <\/em><\/p>\n

James, A.,<\/strong> Cowie, H. & Toda, Y. (2013).\u00a0 \u30d4\u30a2\u30fb\u30b5\u30dd\u30fc\u30c8.\u00a0 In Yamasaki, K., Toda, Y. & Watanabe, Y. (eds.), \u4e16\u754c\u306e\u5b66\u6821\u4e88\u9632\u6559\u80b2<\/em>. Tokyo, J: Kaneko Shobo.<\/p>\n

Leman, P.J.<\/strong> & Cinnirella, M. (2013). Cognitive closure and beliefs in conspiracy theories. Frontiers in Psychological Science<\/em>, 4(378), 1-10. doi: 10.3389\/fpsyg.2013.00378<\/p>\n

Leman, P.J.,<\/strong> Ben-Hmeda, M., Cox, J., Loucas, C., Seltzer-Eade, S. & Hine, B. (2013). Normativity and friendship choices among ethnic majority- and minority-group children. International Journal of Behavioral Development, 37, <\/em>202-210.<\/em><\/p>\n

Watling, D.<\/strong> & Bourne, V. (2013). Sex differences in the relationship between children\u2019s emotional expression discrimination and their developing hemispheric lateralization<\/span><\/a>. Developmental Neuropsychology, 38<\/em>(7), 496-506.<\/p>\n

2012<\/strong><\/p>\n

Bourne, V., Watling, D.,<\/strong> & Workman, L. (Eds.) (2012). Emotion lateralisation through the lifespan.<\/span><\/a> Laterality, 17<\/em>(4).<\/p>\n

Douglas, K.M., & Skipper, Y. <\/strong>(2012).\u00a0 Subtle linguistic variation in feedback.\u00a0 In R.M. Sutton, M. Hornsey & K.M. Douglas (Eds.),\u00a0Feedback: The communication of praise, criticism and advice.\u00a0<\/em>New York:\u00a0<\/em>Peter Lang Publishers.<\/p>\n

James, A.<\/strong> (2012). The use and impact of peer support schemes in secondary schools in the UK, and a comparison with use in Japan and South Korea (doctoral dissertation).<\/p>\n

Leman, P.J.,<\/strong> Bremner, A., Parke, R.D. & Gauvain, M. (2012).\u00a0Developmental Psychology<\/em>.<\/span><\/a> London, UK: McGraw-Hill. ISBN-13: 978-007712616-2; ISBN-10: 007712616-5.<\/p>\n

Skipper, Y.,<\/strong> & Douglas, K.M. (2012). Is no praise good praise?\u00a0 Effects of positive feedback on children\u2019s responses to subsequent failures.<\/span><\/a>\u00a0\u00a0British Journal of Educational Psychology, 82(2),\u00a0<\/em>327-399. doi:\u00a010.1111\/j.2044-8279.2011.02028.x<\/p>\n

Watling, D.<\/strong> & Banerjee, R. (2012). Children’s understanding of disclaimers.<\/span><\/a> Social Cognition, 30<\/em>(1), 18-36.<\/p>\n

Watling, D.,<\/strong> Workman, L. & Bourne, V. (2012). Emotion lateralisation: Developments throughout the lifespan<\/span><\/a>. Laterality, 17<\/em>(4), 389-411.<\/p>\n

2011<\/strong><\/p>\n

Banerjee, R., Watling, D<\/strong>., & Caputi, M. (2011). Peer relations and the understanding of faux pas<\/em>: Longitudinal evidence for bidirectional associations<\/span><\/a>. Child Development, 82(6), <\/em>1887-1905.<\/p>\n

Burkitt, E., Watling, D.<\/strong>, & Murray, L. (2011). Children\u2019s drawings of significant figures for a peer or an adult audience<\/span><\/a>. Infant and Child Development, 20, <\/em>466-473.<\/em><\/p>\n

Leman, P.J.<\/strong> & Tenenbaum, H.R. (2011). Practising gender: Children\u2019s relationships and the development of gendered behaviour and beliefs. British Journal of Developmental Psychology, 29<\/em>(2), 153-157. doi: 10.1111\/j.2044-835X.2011.02032.x<\/p>\n

Leman, P.J.,<\/strong> Macedo, A.P., Bluschke, A., Hudson, L., Rawlings, C. & Wright, H. (2011). The influence of gender and ethnicity on children\u2019s peer collaborations. British Journal of<\/em> Developmental Psychology, 29, <\/em>131-137. doi: 10.1348\/026151010X526344<\/p>\n

2001 – 2010<\/strong><\/p>\n

Banerjee, R., & Watling, D.<\/strong> (2010). Self-presentational features in childhood social anxiety<\/span><\/a>. Journal of Anxiety Disorders<\/em>, 24<\/em>(1),<\/em> 34-41.<\/p>\n

Doering, A.<\/strong> (2010). Assessing children’s values: An exploratory study. Journal of Psychoeducational Assessment, 28,<\/em> 564-577.<\/p>\n

Doering, A.,<\/strong> Blauensteiner, A., Aryus, K., Droegekamp, L. & Bilsky, W. (2010). Assessing values at an early age: The Picture-Based Value Survey for Children. Journal of Personality Assessment, 92<\/em>, 439-448.<\/p>\n

James, A.<\/strong> (2010). Research Briefing: School Bullying. NSPCC Inform.<\/p>\n

James, A.,<\/strong> Smith, P. K. & Radford, L. (2010). Proceedings of the II Congress on Community Life at School: What impact does peer support have on school climate? Findings from a 4 month case study of an English secondary school<\/em>.<\/p>\n

Leman, P.J.,<\/strong>\u00a0& Bjornberg, M.\u00a0(2010). Conversation, development, and gender: A study of changes in children\u2019s concepts of punishment<\/span><\/a> . \u00a0Child Development, 81<\/em>(3),\u00a0958-972.<\/p>\n

Leman, P.J.<\/strong>\u00a0(2010). Gender, collaboration and children\u2019s learning. In K. Littleton & C. Howe (Eds.), Educational dialogues: understanding and promoting effective interaction<\/span><\/em><\/a>. Oxford, UK: Taylor & Francis.<\/p>\n

Leman P.J.<\/strong>\u00a0(2010). Social Psychology and Developmental Psychology: Conversation or Collaboration?<\/span><\/a> Commentary on J.A. Castorina, \u201cThe Ontogenesis of Social Representations: A Dialectic Perspective\u201d. \u00a0Papers on Social Representations, <\/em>191-198.<\/p>\n

Leman P.J.,\u00a0<\/strong>& Ikoko T.\u00a0(2010). Interruption in women\u2019s conversations: Effects of context in ethnic majority and minority group interactions<\/span><\/a>. \u00a0Psychology of Language & Communication, 14(1)<\/em>,\u00a061-70.<\/p>\n

Skipper, Y.<\/strong> (2010). Sharing Information and Engaging with Parents: A Review of Learning Establishments Internationally.\u00a0Report for the Scottish Government, Education Analytical Services.<\/em><\/p>\n

Tickner, S., Leman, P.J<\/strong>. & Woodcock, A. (2010).\u00a0Design and validation of the Satisfaction with Immunisation Service Questionnaire (SwISQ)<\/span><\/a>.\u00a0Vaccine, 28<\/em>(36),\u00a05883-5890. doi: 10.1016\/j.vaccine.2010.06.055<\/p>\n

Tickner, S.,\u00a0Leman, P.J<\/strong>.,\u00a0& Woodcock, A.\u00a0(2010). Parents\u2019 views about preschool immunisation: an interview study in southern England<\/span><\/a>. \u00a0Child: Care, Health & Development, 36(2)<\/em>,\u00a0190-197.<\/p>\n

Tickner, S.,\u00a0Leman, P.J.<\/strong>,\u00a0& Woodcock, A.\u00a0(2010). \u00a0The Immunisation Beliefs and Intentions Measure (IBIM): Predicting parents\u2019 intentions to immunise preschool children. <\/span><\/a>\u00a0Vaccine, 28(19),<\/em> 3350-3362.<\/p>\n

Lam, V.L., &\u00a0Leman, P.J.<\/strong>\u00a0(2009). Children\u2019s gender- and ethnicity-based reasoning about foods<\/span><\/a>. Social Development,<\/em> 18(2)<\/em>,\u00a0478-496.<\/p>\n

Leman, P.J.,\u00a0<\/strong>Keller, M.,\u00a0Takezawa, M.,\u00a0& Gummerum, M.\u00a0(2009). Children\u2019s and adolescents\u2019 decisions about distributing money to others<\/span><\/a>. \u00a0Social Development, 18(3)<\/em>,\u00a0711-727.<\/p>\n

Leman, P.J.,<\/strong>\u00a0& Lam, V.\u00a0(2008). The influence of race and gender on children\u2019s conversations and playmate choices<\/span><\/a>. Child Development, 79(5)<\/em>,\u00a01329-1343.<\/p>\n

Davis S.,\u00a0Leman P.J.<\/strong>,\u00a0& Barrett, M.\u00a0(2007). Children\u2019s implicit and explicit ethnic group attitudes, ethnic group identification, and self-esteem<\/span><\/a>. International Journal of Behavioral Development, 31(5)<\/em>,\u00a0514-525.<\/p>\n

Leman, P.J.<\/strong>\u00a0(2007). The Born Conspiracy<\/span><\/a>. New Scientist, 2612<\/em>,\u00a035-37.<\/p>\n

Leman, P.J.,<\/strong>\u00a0& Cinnirella, M.\u00a0(2007). \u00a0A major event has a major cause: Evidence for the role of heuristics in reasoning about conspiracy theories.\u00a0Social Psychological Review, 9(2)<\/em>,\u00a018-28.<\/p>\n

Leman, P.J., & Watling, D.<\/strong> (2007). Scapegoating and classroom dynamics: perspectives on the significance of social groups <\/span><\/a>. European Journal of Developmental Psychology, 4(<\/em>4)<\/em>,\u00a0400-404.<\/p>\n

Tickner, S.,\u00a0Leman, P.J.,<\/strong>\u00a0& Woodcock, A.\u00a0(2007). \u2018It\u2019s just the normal thing to do\u2019: Exploring parental decision-making about the five-in-one vaccine<\/span><\/a>. Vaccine, 25(42)<\/em>,\u00a07399-7409.<\/p>\n

Watling, D.,<\/strong>\u00a0& Banerjee, R. (2007). Children\u2019s understanding of modesty in front of peer and adult audiences<\/span><\/a>. Infant and Child Development, 16<\/em>(3),\u00a0227-236.<\/p>\n

Watling, D.,<\/strong> & Banerjee, R. (2007). Children\u2019s differentiation between ingratiation and self-promotion.<\/span><\/a> Social Development, 16<\/em>(4),\u00a0758-776.<\/p>\n

Watling, D.,<\/strong> & Bourne, V.J. (2007). Linking children\u2019s neuropsychological processing of emotion with their knowledge of emotion expression regulation<\/span><\/a>. Laterality, 12<\/em>(5),\u00a0381-396.<\/p>\n

Tickner S.,\u00a0Leman P.J.,<\/strong>\u00a0& Woodcock, A.\u00a0(2006). Factors underlying suboptimal childhood immunisation<\/span><\/a>. \u00a0Vaccine, 24<\/em>(49),\u00a07030-7036.<\/p>\n

Banerjee, R., & Watling, D.<\/strong> (2005). \u00a0Children\u2019s understanding of faux pas: Associations with peer relations. Hellenic Journal of Psychology: Special Issue on Theory of Mind, 2<\/em>,\u00a027-45. Download<\/span><\/a><\/p>\n

Leman P.J.<\/strong>\u00a0(2005). Authority and moral reasons: parenting style and children\u2019s perceptions of adult rule justifications.<\/span><\/a> International Journal of Behavioural Development, 29<\/em>(4),\u00a0265-270.<\/p>\n

Leman P.J.,<\/strong>\u00a0Ahmed S.,\u00a0& Ozarow L.\u00a0(2005). Gender, gender relations, and the social dynamics of children\u2019s conversations.<\/span><\/a> Developmental Psychology, 41<\/em>(1),\u00a064-74.<\/p>\n

Watling, D.<\/strong> (2005). Contributions to Section 4: Developmental Psychology. In G. Davey (Eds.), Encyclopaedic Dictionary of Psychology.<\/em> London, UK: Hodder Arnold.<\/p>\n","protected":false},"excerpt":{"rendered":"

Tweet2024 Burkitt, E., & Watling, D. (Accepted\/In press). How children draw, write and tell about portraying mixed emotions in themselves and others.\u00a0The International Journal of Art & Design Education. Hayes, B. (2024). Exploring university students\u2019 online self-presentation techniques and self-disclosure behaviours as predictors of staff response. Journal of Digital Educational Technology, 4, ep2405.\u00a0https:\/\/doi.org\/10.30935\/jdet\/14169\u00a0OSF:\u00a0https:\/\/osf.io\/h4q8j\/ Hayes, B., Read More<\/a><\/p>\n","protected":false},"author":1,"featured_media":0,"parent":0,"menu_order":6,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-30","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/socialdevelopment.psychologyresearch.co.uk\/index.php?rest_route=\/wp\/v2\/pages\/30","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/socialdevelopment.psychologyresearch.co.uk\/index.php?rest_route=\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/socialdevelopment.psychologyresearch.co.uk\/index.php?rest_route=\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/socialdevelopment.psychologyresearch.co.uk\/index.php?rest_route=\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/socialdevelopment.psychologyresearch.co.uk\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=30"}],"version-history":[{"count":70,"href":"https:\/\/socialdevelopment.psychologyresearch.co.uk\/index.php?rest_route=\/wp\/v2\/pages\/30\/revisions"}],"predecessor-version":[{"id":1951,"href":"https:\/\/socialdevelopment.psychologyresearch.co.uk\/index.php?rest_route=\/wp\/v2\/pages\/30\/revisions\/1951"}],"wp:attachment":[{"href":"https:\/\/socialdevelopment.psychologyresearch.co.uk\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=30"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}