Research in the wider world (sloboda 2011)

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

Page 7

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

Page 10

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.‖

Page 12

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).

Page 15

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

Page 17

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.

Page 19

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.

Page 21

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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V o lu me 1 , Is su e 1

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