Affiliation: University of Aberdeen
- The role of control functions in mentalizing: dual-task studies of theory of mind and executive functionRebecca Bull
School of Psychology, William Guild Building, University of Aberdeen, Aberdeen AB24 2UB, UK
Cognition 107:663-72. 2008....
- Digit ratio (2D:4D) and the spatial representation of magnitudeRebecca Bull
School of Psychology, William Guild Building, University of Aberdeen, Aberdeen AB24 2UB, Scotland, UK
Horm Behav 50:194-9. 2006....
- Executive functioning as a predictor of children's mathematics ability: inhibition, switching, and working memoryR Bull
Department of Psychology, University ofAberdeen, Scotland
Dev Neuropsychol 19:273-93. 2001..The practical and theoretical implications of these results are discussed, along with suggestions for task changes and longitudinal studies that would clarify theoretical and developmental issues related to executive functioning...
- Short-term memory, working memory, and executive functioning in preschoolers: longitudinal predictors of mathematical achievement at age 7 yearsRebecca Bull
School of Psychology, University of Aberdeen, Aberdeen, United Kingdom
Dev Neuropsychol 33:205-28. 2008..The implications of the findings are discussed in relation to further understanding the role of cognitive skills in different mathematical tasks, and in relation to the impact of limited cognitive skills in the classroom environment...
- A comparison of performance on the Towers of London and Hanoi in young childrenRebecca Bull
Department of Psychology, University of Aberdeen, Scotland
J Child Psychol Psychiatry 45:743-54. 2004..As tower tasks are one of the few instruments that can be used to assess executive functioning in young children, the cognitive demands for both tasks merit further examination...
- Subitizing, magnitude representation, and magnitude retrieval in deaf and hearing adultsRebecca Bull
School of Psychology, William Guild Building, University of Aberdeen, Aberdeen, Scotland AB24 2UB, UK
J Deaf Stud Deaf Educ 11:289-302. 2006..This is taken as evidence against the notion that idiosyncratic differences in basic number processing account for mathematical difficulties experienced by deaf individuals...
- Children's arithmetical difficulties: contributions from processing speed, item identification, and short-term memoryR Bull
School of Psychology, University of St Andrews, Fife, Scotland
J Exp Child Psychol 65:1-24. 1997..It was concluded that children with arithmetic difficulties have problems specifically in automating basic arithmetic facts which may stem from a general speed of processing deficit...
- Executive functioning in preschoolers: reducing the inhibitory demands of the dimensional change card sort taskDavid A C Rennie
School of Psychology, University of Aberdeen, Scotland
Dev Neuropsychol 26:423-43. 2004..Inadequate inhibition (of attention alone or both attention and action) appears sufficient to account for virtually all errors by preschoolers on this card sorting task...
- Number games, magnitude representation, and basic number skills in preschoolersJemma Catherine Whyte
School of Psychology, University of Aberdeen, Aberdeen, Scotland, United Kingdom
Dev Psychol 44:588-96. 2008....
- Age-related changes in detecting happiness: discriminating between enjoyment and nonenjoyment smilesGillian Slessor
School of Psychology, College of Life Sciences and Medicine, Aberdeen University, Aberdeen, AB24 2UB, Scotland, United Kingdom
Psychol Aging 25:246-50. 2010..Older adults were also more likely to choose to approach an individual who was displaying a nonenjoyment smile. Implications of these findings for older adults' interpersonal functioning are discussed...
- Age-related declines in basic social perception: evidence from tasks assessing eye-gaze processingGillian Slessor
School of Psychology, College of Life Sciences and Medicine, University of Aberdeen, Aberdeen, Scotland, UK
Psychol Aging 23:812-22. 2008..The potential role of age-related neural declines in social perception problems was considered, along with the implications that age deficits in these basic social skills may have for older adults' social perception...
- Age-related differences in gaze following: does the age of the face matter?Gillian Slessor
School of Psychology, College of Life Sciences and Medicine, University of Aberdeen, Aberdeen AB24 2UB, Scotland
J Gerontol B Psychol Sci Soc Sci 65:536-41. 2010....
- Exploring the specificity of age-related differences in theory of mind tasksGillian Slessor
School of Psychology, College of Life Sciences and Medicine, University of Aberdeen, Aberdeen, Scotland, United Kingdom
Psychol Aging 22:639-43. 2007..Rather than a specific ToM deficit, older adults exhibited a more general impairment in the ability to decode cues from verbal and visual information about people...
- Age-related changes in the integration of gaze direction and facial expressions of emotionGillian Slessor
School of Psychology, College of Life Sciences and Medicine, University of Aberdeen, Scotland, United Kingdom
Emotion 10:555-62. 2010..Age differences were greatest when interpreting angry expressions. Implications of these findings for older adults' social functioning are discussed...
- Positive mood and executive function: evidence from stroop and fluency tasksLouise H Phillips
Department of Psychology, University of Aberdeen, Scotland, United Kingdom
Emotion 2:12-22. 2002..The effect of positive mood on an executive task may therefore depend on whether a task is inherently motivating or is impaired by diffuse semantic activation...
- Measuring the development of executive control with the shape schoolKimberly Andrews Espy
Office of Research and Graduate Studies, Department of Psychology, University of Nebraska Lincoln, Lincoln, NE 68688 0433, USA
Psychol Assess 18:373-81. 2006..The Shape School may be an effective tool by which to measure executive control in young children who have atypical developmental patterns...
- Inhibitory processes in young children and individual variation in short-term memoryKimberly Andrews Espy
Office of Research and Department of Psychology, University of Nebraska Lincoln, Lincoln, NE 68588 0433, USA
Dev Neuropsychol 28:669-88. 2005..Individual differences in well-regulated thought may rest in variations in the ability to maintain information in an active, quickly retrievable state that subserve controlling attention in a goal-relevant fashion...