VERSION 9...Kirsty Johnstone, University of Sheffield 10 3294 Children, adolescents, and adult listeners give similar ratings of perceived trustworthiness to adult voices Gaby Mahrholz,

The conference programme is subject to change at any point before or during the conference itself. We are unable to accept responsibility for losses or consequences arising from changes made.

VERSION 9

Wednesday 4 September

Ballroom

Bentley

Wells

Earl of Granville

JW’s

Brindley

09:00 Registration Opens – Outside the Ballroom

10:30 Opening Welcome - Ballroom Dr Duncan Guest, Chair, Cognitive Psychology Section & Professor Peter Mitchell, Chair, Developmental Psychology Section

10:40 – 11:40

Keynote Address – Ballroom How high quality language environments create high quality learning environments Professor Kathy Hirsh-Pasek, Temple University, Philadelphia USA

11:45 – 12:05

Symposium 3324 Mobile health (mHealth) technologies to address assessment and intervention gaps in autism in low-resource settings

Convenor: Bhismadev Chakrabarti, University of Reading 3323 Paper 1

Oral Presentations 3314 Can considerations of survival improve free recall performance after encoding has taken place? Dan Clark, Liverpool Hope University

Oral Presentations 3335 Developmental Differences in Top-Down Control and Reducing Attentional-Capture in Children and Adults

Rumandeep Hayre, University of Nottingham

Oral Presentations 3449 Persistent and non-persistent behaviours in kindergarten children Oeri Niamh, University Bern

Oral Presentations 3213 What emotional centred challenges do children, staff and parents at special schools face over primary-secondary school transition? Charlotte Bagnall, Keele University


START: Mobile Computer-Mediated Screening for Autism by Non-Specialists in Home Settings Indu Dubey, University of Reading

12:10 – 12:30

3452 It’ll be alright on the night: bedtime benefits for learning new vocabulary Emma James, University of York

3317 Paper 2 From the lab to the field: measuring brain activity and eye movements to assess neurodevelopment.

Georgia Lockwood Estrin, Birkbeck College

3504 Effects of cognitive anxiety on attention and feature binding in visual working memory

David M. Spalding, University of Strathclyde

3361 How Does Cognitive Flexibility Emerge in Early Childhood? Insights from a New Fine-Grained Switching Task

Yesim Yavaslar Dogru, The University of Sheffield

3147 Bystander intervention among Secondary school pupils: Testing the Theory of Planned Behaviour and the Prototype Willingness Model

Stefania Pagani, University of Strathclyde

3475 The neural bases of frustration and the development of the frustration response in adolescence

Rachael Lickley, Royal Holloway

12:35 – 12:55

3397 Phonological knowledge and its substantive role in children’s early word learning

Gary Jones, Nottingham Trent University

3343 Paper 3 Point OutWords, a Motor Skills Intervention to Promote Communication in Non-Verbal Children with Autism

Ailbhe McKinney, Nottingham Trent University

3349 Electrophysiological measurement of the visual working memory capacity of preschool children

Yi Tang, Department of early childhood education, National Tsing-Hua University

3377 How does task presentation impact motor inhibition performance in young children?

Kathryn Mason, University College London

Oral Presentations 3164 Exposure to Healthy Food Advertising and Children's Healthy Food Intake

Laura von Nordheim, University of Sheffield

3447 Family Adaptability and Cohesion and Social Provision as Predictors of Difficulties in Emotion Regulation in Juvenile Delinquents

Ansa Qurat-ul-ain, University of Central Punjab

12:55 – 13:45

Lunch & Exhibition – Viva Bar

13:45 – 14:45

Poster Session & Dessert – Restaurant

14:45 – 15:05

Symposium 3422 Children, vulnerability, and episodic memory: Implications for forensic questioning

Convenor: Samantha Andrews, Keele University 3423 Paper 1

Symposium 3313 Emotional Development and Wellbeing

Convenor: Michaela Gummerum, University of Plymouth 3310 Paper 1

Symposium Understanding the Influence of the home environment on early learning

Convenor: Victoria Simms, Ulster University

3393 Paper 1 Multiple measures of the home numeracy

Symposium Voice matching, identification and recognition

Convenor: Sarah Stevenage, University of Southampton

3419 Paper 1 Human and Machine Vulnerability to

Oral Presentations 3282 Optimal categorisation: the cognition of nominal classification systems

Alexandra Grandison, University of Surrey

Oral Presentations 3353 Thinking Outside the (Literal) Box: Four and Six-Year Olds are Flexible in their Interpretations of Pictures

Romina Vivaldi, Staffordshire University


Do children’s grasp and use of conversational rules influence their accuracy in forensic interviews and in response to suggestion? Charlie Lewis, Lancaster University

Children’s Reasoning about Helping Behaviour Based on Emotion

Harriet Tenenbaum, University of Surrey

environment are not associated with children’s numeracy skills.

Camilla Gilmore, Loughborough University

Disguise during Voice Matching Tasks

Sarah Stevenage, University of Southampton

15:10 –15:30

3424 Paper 2 Bridging the gap between the lab and the courtroom: Children’s false memories across different memory paradigms Deirdre Brown, Victoria University of Wellington

3311 Paper 2 Emotion regulation and co-rumination between adolescent siblings Ana Aznar, University of Winchester

3391 Paper 2 Developing a measure of preschoolers’ home numeracy environment Victoria Simms, Ulster University

3420 Paper 2 Voice recognition in noise: A comparison of human and machine performance

Ashley Symons, University of Southampton

3495 Approximate Number System and Mathematical Achievement: A Drift Diffusion Model Analysis

Jessica Diaz, Nottingham Trent University

3497 From Mind to Picture: A Systematic Review on Children’s and Adolescents’ Understanding of the Link between Artists and Pictures

Richard Jolley, Staffordshire University

15:35 – 15:55

3425 Paper 3 Effects of delay and question type on episodic memory retrieval by children with Autism Spectrum Disorder

Telma Almeida, ISPA - Instituto Universitário

3309 Paper 3 “You shouldn’t feel that way!” Interpersonal emotion regulation of victims’ and violators’ feelings after social exclusion

Michaela Gummerum, University of Plymouth

3394 Paper 3 Why do we see Socioeconomic Attainment Gaps in Early Maths?

Ella James-Brabham, University of Sheffield

3383 Paper 3 Emotional voice tone congruence robustly facilitates voice line-up accuracy irrespective of voice sex and verbal overshadowing.

Andrew Dunn, Nottingham Trent University

3182 Cognitive interventions to increase the use of efficient strategies for solving mathematical problems

Joanne Eaves, Loughborough University

3509 How gender biased are our children in their drawing of a scientist?

Chao-Hwa Chen-Wilson, Univeristy of Northampton

16:00- 16:20

3426 Paper 4 Have adolescent witnesses’ vulnerabilities been overlooked in Scottish criminal courts?

Samantha Andrews, Keele University

3312 Paper 4 Longitudinal associations between resiliency, wellbeing and social-emotional difficulties Dawn Watling, Royal Holloway University of London

3398 Paper 4 What factors contribute to the longitudinal relationship between children’s mathematical anxiety and mathematical performance?

Caroline Ford, Nottingham Trent University

3362 Paper 4 A positive relationship in cross-modal voice- and face-identity processing Ryan Jenkins, University of Greenwich

3065 The Magical Number Four in Children’s Mental Rotation of Cube Aggregates

Chris Lange-Kuettner, London Metropolitan University

3442 The State of the Creative Art: Novel Methodological Approaches for Studying Artistic Performance and Creative Problem-Solving Philip Fine, University of Buckingham


16:25-16:45

Discussant Discussant Patrick Leman, IoPPN, Kings College London

3412 Discussant

Francesco Sella, Sheffield University

3297 Paper 5 Do musicians show an advantage for voice recognition?

Lesley Calderwood, University of the West of Scotland

How are representations prioritised for access from visual short-term memory? Michael Pillig, Oxford Brookes University

3473 Examining the creative process of children's problem-solving abilities Emily Burdett, University of Nottingham

16:45- 17:05

Refreshment Break – Viva Bar

17:05-18:05

Distinguished Contributions Award Winner Keynote – Ballroom Autism and sex differences Professor Simon Baron-Cohen, Autism Research Centre, Cambridge University

18:30 Coaches will arrive at the hotel main entrance to transport delegates to the Civic Welcome Reception – Please be prompt

19:00-20:00

Civic Wine Reception - Stoke on Trent Town Hall The Lord Mayor is pleased to welcome our delegates to Stoke on Trent with a wine and canapés reception at the Town Hall. Coaches will be returning at 20:00 with a drop off at Pall Mall, Hanley for those wishing to eat out and a final drop off back at the Best Western Hotel. Please note, those who disembark at Pall Mall will need to make their own way back to their hotels.

Board Ref No.

Wednesday Poster Presentations 13:45 – 14:45

1 3411 Some type of liner representations and counting array in young children. Moe Uragami, Sugiyama Jogakuen University

2 3451 The Trajectory of New L2 Written Word Learning Rhian Worth, University of Derby

3 3356 A new measure of children’s polyseme vocabulary: relations to language and literacy skills Sophie Turnbull, University of Oxford

4 3364 Word learning from iPads in Autism Spectrum Condition: the role of iconicity and engagement. Bethany Wainwright, Lancaster University

5 3321 The Broader Autism Phenotype, Mentalizing and Camouflaging: An Eye-tracking Study Ruihan Wu, Institute of Cognitive Neuroscience, University College London

6 3256 Investigating how prior knowledge influences perception and action in Developmental Coordination Disorder Kate Allen, University of Exeter Presented by Thomas Arthur

7 3381 Sensory Processing Difficulties in Children at Familial Risk of ADHD and Those Without Familial Risk of ADHD Jennifer Keating, University College Dublin


8 3461 The role of working memory in the understanding of social inference Hannah Murphy, University of Buckingham

9 3355 But I saw it with my own eyes! – The Effects of Misleading Non-Verbal Gestures during Eyewitness Interviews on Children aged 5-8. Kirsty Johnstone, University of Sheffield

10 3294 Children, adolescents, and adult listeners give similar ratings of perceived trustworthiness to adult voices Gaby Mahrholz, University of Glasgow

11 3320 Learning the faces of new people from variable images Sarah Laurence, Keele University

12 Cognitive Undergraduate Project Prize Winner Retrieval Practice: A Failure to Promote the Retention and Meaningful Learning of Conceptual, Theory-Based Material Elizabeth Humm, University of Bristol

13 3437 Exploring metacognitive factors in syllogistic reasoning: The role of task instruction. Natasha Beeson, University of Derby

14 3405 The Stabilisation of Visual Information: The Influence of Extended Presentation Times on Visual Imagery and Visual Working Memory Christopher Atkin, Nottingham Trent University

15 3267 The effects of systematically varying the cognitive demands of an n-back prospective memory task in mid-late adolescence Vanessa Bennett, Oxford Brookes University

16 3458 Effects of sequential presentation on associative repetition priming Kazuyo Nakabayashi, University of Hull

17 3432 Does the availability of verbal labels influence the selection of a response-set? Erina Saeki, Kobe yamate University

18 3271 Cognitive load induces maternal approach behaviour to infant vocalisation Daiki Hiraoka, Kyoto University

19 3316 Fostering socio-emotional functioning through synchronous dyadic interactions Dolapo Adegboye, School of Psychology, Cardiff University

20 3278 Is moral disgust socially learnt? Mother-child talk about disgust Ana Aznar, University of Winchester

21 3280 Children’s reasoning about peer rejection based on ethnicity Ana Aznar, University of Winchester

22 3367 Frontal alpha asymmetry and emotional symptoms: a cross-sectional study with children between 4 and 15 years old Prune Mazer, Laboratory of Neurospsychophysiology, University of Porto

23 3395 Variability in children’s depth of engagement in classroom learning: what matters most? Soizic Le Courtois, University of Cambridge

24 3215 Talking about school transition (TaST): An intervention to improve children’s emotional well-being over school transition Charlotte Bagnall, Keele University

25 3315 Teachers' perceptions of play preferences amongst culturally diverse preschoolers Laina Khattak, Buckinghamshire New University

26 3225 Children's experience of the 2018 Football World Cup Lucy Amelia James, Keele University

27 3340 Saudi Children's Gender Attitudes Munirah Alsamih, King Saud University


28 3307 Psychological well-being and identity formation of dual heritage individuals: A qualitative study Deloreese Sammy, Buckinghamshire New University

29 3284 Seasons of a woman's life: What motivates mature women (aged 50) to return to education? Carol McIntosh, Buckinghamshire New University

30 3283 Another wife: The effects of growing up in Polygynous households on the relationship experiences of adult African Diasporas Tina Mutombo, Buckinghamshire New University

31 3332 Exploring the extent of rape myths in the United Kingdom Megan Hermolle, Keele University, School of Psychology


Thursday 5 September

Ballroom

Bentley

Wells

Earl of Granville

JW’s

Brindley

08:30 Registration – Outside the Ballroom

09:00 – 09:20

Symposium 3326 Specifying the attention and executive function problems in developmental disorders.

Convenor: Rebecca Iversen, Lancaster University 3329 Paper 1 Using drift diffusion modelling to understand inattentive behaviour in preterm and term-born children

Jenny Retzler, University of Huddersfield

Symposium 3421 Humour in Childhood

Convenor: Amy Paine, Cardiff University 3428 Paper 1 “Where’s your bum brain?” Sibling humour, social understanding, and relationship quality in childhood Amy Paine, Cardiff University

Oral Presentations 3288 The pairs training effect in unfamiliar face matching Kay Ritchie, University of Lincoln

Oral Presentations 3277 Autistic Traits and Emotion Regulation Strategies in Adults and Children

Lai-Sang Iao, Nottingham Trent University

Oral Presentations 3358 Predictors of polyseme vocabulary in children with and without English as an Additional Language

Sophie Booton, University of Oxford

Oral Presentations 3417 Error-monitoring in executive functioning including older children and young adolescents

Qendresa Thaqi, University of Bern

09:25 – 09:45

3331 Paper 2 Training preschoolers and children with ASD to grasp rule activation errors: does this influence their repetitive behaviours? Charlie Lewis, Lancaster University

3429 Paper 2 Humour types in junior aged children Lucy James, Keele University

3491 The effects of resemblance to a previously known face on memory for unfamiliar faces.

Peter Hancock, University of Stirling

3386 An individual comparison of social play whilst autistic children play with digital and non-digital toys

Margaret Laurie, University of Edinburgh

3296 Characterising complex patterns of multilingualism in infancy: Why & How

Fei Ting Woon, Nanyang Technological University (Singapore)

3492 Self-regulation in preschool children: Factor structure of different measures of effortful control and executive function Sonja Kälin, University of Bern

09:50 – 10:10

3330 Paper 3 Do rule activation errors explain the persistence of repetitive behaviours in typical development and ASD?

3430 Paper 3 Humour skills may relate to social cognition in young children

Burcu Soy-Telli, University of Sheffield

3478 Face Perception Skills in Developmental Prosopagnosia: A New Test of Face Matching

Ebony Murray, Bournemouth University

3327 Collaborative action, embodiment and autistic traits: the influence of technology design in social motor synchrony

3498 Auditory Processing Skills in children with reading difficulties and children with a history of Otitis Media: A comparison

3414 A longitudinal study of the development of theory-of-mind and executive functions: contributions to conversational competence


Rebecca Iversen, Lancaster University

Devyn Glass, University of Sussex

Julia Carroll, Coventry University

Hiromi Tsuji, Osaka Shoin Women's University

10:15-10:35

3328 Paper 4 Automatic orienting of attention to social and nonsocial auditory information in children with ADHD and/or ASD: Neural correlates

Alessio Bellato, University of Nottingham

3431 Paper 4 Exploring young children's carnivalesque humour and laughter in an early childhood setting

Laura Jennings-Tallant, Bath Spa University

3298 The role of administrator familiarity in children's eyewitness identification

Lesley Calderwood, University of the West of Scotland

3407 Barriers to inclusion, a study of mainstream schools and ASD

Carrie Ballantyne, University of the West of Scotland

3500 Strengths and weaknesses in learning and consolidating new vocabulary in autism

Lisa Henderson, University of York

3435 Understanding Pathways Linking Parenting to Children’s Executive Function and Academic Ability: Cross-Cultural Findings Chengyi Xu, Centre for Family Research, University of Cambridge

10:35 – 11:05

Refreshment Break - Viva Bar

11:05 – 11:25

Oral Presentations 3325 Writing with imagination: the role of executive functioning in explaining differences between children with and without autism

Lorna Bourke, Liverpool Hope University

Symposium 3506 Language and Literacy in Deaf Individuals

Convenor: Ros Herman, City University of London 3496 Paper 1 Visual Word Recognition in Deaf Readers: the interplay between orthographic, semantic and phonological information Kate Rowley, City, University of London

Oral Presentations 3319 Familiar Face Recognition from Video Footage Sarah Laurence, Keele University

Oral Presentations 3470 Children’s awareness of online disclosure and the risks and benefits of social networking site use. Beatrice Hayes, Royal Holloway, University of London

Oral Presentations 3346 The processing of laughter in adults with autism Qing Cai, Institute of Cognitive Neuroscience, UCL

Oral Presentations 3408 Evaluating Hazard Perception Training for Mobility Scooter Users

Duncan Guest, Nottingham Trent University

11:30- 11:50

3388 Executive function abilities underpinning inattentive behaviour in children: The role of working memory and sustained attention

Éadaoin Slattery, University of Limerick

3503 Paper 2 Lexical diversity and written narrative ability in deaf and hearing children

Fiona Kyle, City, University of London

3259 Evaluating the Role of Emotion Recognition and Biological Motion Processing in Static and Dynamic Face Recognition Laura Sexton, Teesside University

3481 A ‘control model’ of social media engagement in adolescence: A grounded theory analysis

Melina Throuvala, Nottingham Trent University

3462 The Relationship between Social and Spatial Transformations in Autistic and Neurotypical Adults. Amy Pearson, University of Sunderland

3286 The concreteness effect in healthy ageing: An attenuation or preservation?

Nicholas Shipp, University of Hertfordshire


11:55 – 12:15

3350 Metalinguistic development in preschool: a longitudinal observation

Conny Gollek, University of the West of Scotland

3508 Paper 3 A pilot integrated language and reading intervention for deaf and hearing children Ros Herman, City University of London

Eye-movement differences when learning static and dynamic faces Natalie Butcher, Teeside University

3299 Exploring the role of Egocentrism and Fear of Missing Out on Online Risk Behaviours among Adolescents in South Africa

Masa Popovac, University of Buckingham

3439 Measurement properties of the suicide behaviours questionnaire - revised in autistic adults.

Sarah Cassidy, University of Nottingham

12:15 – 13:15

Lunch & Exhibition – Viva Bar

13:15 – 14:15

Poster Session & Dessert – The Restaurant

14:15-14:35

Symposium 3333 Social perception, evaluation and mindreading

Convenor: Stefan Schweinberger, Friedrich Schiller University Jena 3363 Parper 1 Interpreting social information from others and the link to social vulnerability in neurodevelopmental disorders

Deborah Riby, Durham University

Symposium 3108 Inhibition in Task Switching

Convenor: Motonori Yamaguchi, Edge Hill University

3337 Paper 1 What’s shared in sharing tasks? Go/nogo task switching in joint task settings

Motonori Yamaguchi, Edge Hill University

Oral Presentations What Drives the Delay Advantage for Neutral and Emotional-Negative False Memories?

Lauren Knott, City, University Of London

Oral Presentations 3177 Age-related working memory predictors of written mathematics in primary school children Katie Allen, Durham University

Oral Presentations 3466 Testing the effect of a mindfulness induction on child executive function Anna Leyland, University of Sheffield

14:40-15:00

3357 Paper 2 Perceiving Social Interactions in the Social Brain

Kami Koldewyn, Bangor University

3345 Paper 2 Is the subsequent switch cost abolished on nogo trials?

Rachel Swainson, University of Aberdeen

3248 Contextual influences on food exploration in toddlers

Erik Gustafsson, University of Portsmouth

3373 Development of mental imagery and working memory alongside characteristics of ADHD: implications for mathematics achievement

Kathryn Bates, UCL, Institute of Education

3445 The impact of an executive function intervention using music for deaf children. Kathryn Mason, University College London


15:05-15:25

3336 Paper 3 How do we perceive autistic people?

Peter Mitchell, Nottingham University

3338 Paper 3 The effect of episodic retrieval on inhibition in task switching: A diffusion model analysis

Jim Grange, Keele University

3389 Evidence for the impact of taking part in the Daily Mile on children’s cognition and wellbeing: findings from across the UK. Josie Booth, University of Edinburgh

3322 The role of variability in linguistic generalization: Evidence from a computerized language training game with 7-year-olds

Elizabeth Wonnacott, UCL

3440 Transcoding errors with two-digit numbers by Arabic-speaking first graders Ann Dowker, Oxford University

3477 Glucoregulation and executive functioning: an ERP study Nicola Jones, Liverpool Hope University

15:30 – 15:50

3334 Paper 4 Autistic traits, personality, and evaluations of humanoid robots by young and older adults

Stefan Schweinberger, Friedrich Schiller University Jena

3347 Paper 4 The effect of response sharing on the n – 2 repetition cost

Laura Prosser, University of Aberdeen

3287 Assessing the stability of thematic and taxonomic preferences across explicit and implicit measures

Nicholas Shipp, University of Hertfordshire

3171 The Effect of Semantic Diversity on Serial Recall for Words Yaling Hsiao, University of Oxford

3254 Symbolic and Non-symbolic Magnitude Comparison tasks in Very Preterm Children

Merari Ferreira, University College London

3483 “I sort of blocked it”. Are better executive functions protective against the impact of classroom noise on school performance?

Jessica Massonnié, Centre for Brain and Cog. Dev., Birkbeck University of London

15:50 – 16:15


16:15 – 17:15

Keynote Address - Ballroom Professor Nelson Cowan Working memory capacity examined from three perspectives: Cognition, neuroimaging, and child development

17:20 – 18:00

Developmental Section AGM

Cognitive Section AGM

18:30

Conference Dinner & Drinks Join us in the hotel gardens (weather permitting) for street food and drinks Followed by a Ceilidh in the Ballroom from 20:30 Pre-booking is Required


Board

Ref No. Thursday Poster Presentations

13:15 – 14:15

1 3344 Reading aloud across languages more similar for strong nonword decoders Julia M. H. Birchenough, Oxford Brookes University

2 3502 Early attention abilities in young bilingual and monolingual children Deirdre Birtles, Royal Holloway, University of London

3 3453 Direct versus democratic: Effects of SES on speaker preferences during word learning Emily Brignall, University of Hull

4 3436 Text comprehension and interactional synchrony between parents and autistic children in shared reading Nicola Yuill, University of Sussex

5 3480 How in-home noise may be impacting attention and learning during infancy Brittney Chere, Birkbeck, University of London (presented by Allison Haack – 2nd author)

6 3392 Can maths anxiety begin at 4 years old? Dawn Short, Abertay University

7 3371 Elementary school children’s response to insincere praise following failure: Its association with theory of mind Ai Mizokawa, Nagoya University

8 3444 Can you lie to me? Deception production and mentalizing in autism. Ishita Chowdhury, Institute of Cognitive Neuroscience, University College London

9 3490 Does iconicity affect how children with autism spectrum disorder learn words from pictures? Cheriece Carter, Lancaster University

10 3304 Motor and Inhibition skills in Children with and without Developmental Coordination Disorder (DCD) Teresa Joyce, Oxford Brookes University

11 3418 Sex Differences in Social-Emotional Development: Implications for Developmental Disabilities Yumiko Nishio, Kio University

12 3427 Effects of infant stable self-regulation on their adjustment during primary school years. Kumiko Namba, Mukogawa women's university

13 3464 Investigating the effects of emotional awareness on risky decision-making and regret responsiveness in children. Leila Iliffe-Hodgetts, University of Birmingham

14 3446 Do you want to play with friends who are similar to you or not? Children’s motivation to make friends Fumikazu Furumi, Shizuoka University

15 3443 The effect of conversational instructions on parent-child interactions with a free play exhibit. Sonia Rishi, University of Birmingham

16 3370 Do children’s expressions change according to the interpretation of their drawings by others? Mayo Yamada, Fukuyama City University

17 3261 Development and Validation of the Student-Educator Negotiated Critical Thinking Dispositions Scale (SENCTDS) Sarah Quinn, HSE


Friday 6 September

Ballroom

Bentley

Wells

Earl of Granville

JW’s

Brindley

09:00 Registration – Outside the Ballroom

09:30 – 09:50

Oral Presentations 3305 Young children attempt to appear fair

Symposium Memory in the short term

Oral Presentations 3366 Emotional Symptoms and Affective Face Processing in children

Oral Presentations 3505 Mentalizing and Local Bias in the Broader Autism Phenotype and

Oral Presentations 3434 The contribution of theory of mind to early

Oral Presentations Growth mindsets are not related to occupational

18 3463 The Effect of Apps on Preschooler Creative Thinking Stephanie Powell, University of Sheffield

19 3410 Assessing Creativity Skills in Young Children Sarah Rose, Staffordshire University

20 3303 The Grounded Expertise Components Approach: how Quizzing might provide answers to the development of Expertise. Emma Foster, University of Buckingham

21 3289 A Systematic Literature Review and Meta-analysis of Real-World Interventions for Cognitive Ageing in Healthy Older Adults Ria Vaportzis, University of Bradford

22 3341 Facets of Conscientiousness associated with differential behaviours in task-switching and Flanker paradigms Emily Boardman, Arctic Shores

23 3291 Realism Artists Surpass Novices in Visual Short-Term Memory Abby Wilkinson, University of Lincoln

24 3438 Investigating the relationship between self-referencing and visuospatial working memory: Can ownership improve working memory? Zahra Ahmed, Abertay University

25 3354 Exploring attentional bias in acute experimental pain: a visual-probe and eye-tracking study. Daniel Gaffiero, University of Derby

26 3441 The contribution of executive function domains to false belief understanding and academic achievement Arwa Omar, Sheffield Hallam University

27 3413 Teacher- and Child-led Activities and Their Benefits for Children’s Executive Function Development in a Classroom Context Janina Eberhart, University of Cambridge

28 3457 Development of a novel parent report measure of Executive Functions suitable for infants aged 10 to 30 months Alexandra Hendry, University of Oxford

29 3374 Translation and Preliminary Validation of a Korean version of the Parental Reflective Functioning Questionnaire Yujin Lee, University of York

30 3472 The relationship between acne and mental health in adolescents: a systematic review and meta-analysis Qi Shi, Southwest Weiyu Middle School

31 3456 The development and stability of social network as a protective factor for the institutionalized children in Japan Takayo Mukai, University of the Sacred Heart


to others in resource distribution

Hajimu Hayashi, Kobe University

Convenor: Duncan Guest, Nottingham Trent University 3403 Paper 1 Shifting the focus of attention within working memory

Sanjay Manohar, University of Oxford

and adolescents: a cross-sectional ERP study

Mariana Pereira, University of Porto/ Great Ormond Street Institute of Child Health, UCL

Fragile X Premutation females

Sarah J White, University College London

literacy skills of children literarcy

Birsen Güzel, Marmara University

aspiration across the lifespan

Nicholas Garnett, Keele University

09:55 – 10:15

3351 Will children give up victory for their friends? Pre-schoolers’ fairness preferences with different recipients in a contest

Peidong Mei, Lancaster University

3501 Paper 2 Value-driven direction of attention in working memory

Richard Allen, University of Leeds

3454 Caregivers’ touch, infant arousal and attention to faces

Alicja Brzozowska, Birkbeck College

3306 Do autistic people have readable minds? Asiya Jaffrani, University of Nottingham

3376 The role of choice making in the reading comprehension and enjoyment of Year 4 students with broad attention difficulties

Myrofora Kakoulidou, UCL Institute of Education

3380 Adults imitate to send a social signal

Sujatha Krishnan-Barman, Institute of Cognitive Neuroscience, UCL

10:20 – 10:40

3469 Economic Hardship and Early Childhood Academic Achievement: The Role of Parenting, Cognitive Function and Delay of Gratification Luxi Chen, National University of Singapore (NUS)

3402 Paper 3 How Related Are Visual Imagery and Visual Memory? Modelling Capacity Limitations in Visual Imagery and Visual Memory

Christopher Atkin, Nottingham Trent University

3082 Is there a link between autistic people being perceived unfavourably and having a mind that is difficult to read?

Rabi Samil Alkhaldi, University of Nottingham

3507 Minding the text: Developmental relations between reading experience, mentalising, and reading comprehension in middle childhood Lorna Hamilton, York St John University

3401 Exploring the Constraints on Statistical Learning in Native English Adults Samuel Bond, Oxford Brookes University

10:40 – 11:10


11:10-11:30

Oral Presentations 3468 How Does Economic Hardship Influence Preschool Children’s Behaviour Problems? The Moderating Role of Delay of Gratification

Symposium cont. 3499 Paper 4 All hands to the pumps: bootstrapping performance in immediate serial recall and in sequence learning

Oral Presentations 3382 Influences on Emotion Recognition: Individual differences in attention, social anxiety, depression and emotion processing.

Oral Presentations 3352 How private speech and visual-spatial suppression affect planning in Autism Spectrum Condition Mark Gibson, University of Bristol

Oral Presentations 3224 Spelling predictors in a large cross-sectional study investigating the role of phonological ability and rapid naming

Oral Presentations 3272 Order effects in incidental impression formation

Rachel Newey, Bangor University


Luxi Chen, National University of Singapore (NUS)

Steve Darling, Queen Margaret University

Rachel Nesbit, Royal Holloway, University of London

Georgia Niolaki, Coventry University

11:35-11:55

3302 Waiting for the Better Reward: Comparison of Delay of Gratification in Young Children across Two Cultures Ning Ding, University of Cambridge

3406 Paper 5 Does short-term memory develop? Bill Macken, School of Psychology, Cardiff University

3281 “Don’t Know” responses in young adults’ inferences about the emotions of self and others

Tatsuaki Kondo, University of Toyama

3067 High AQ Parents as well as Sons-only Families Maximize Technical Toy Choice But Daughters-only Families Reduce It

Chris Lange-Kuettner, London Metropolitan University

3125 Handwriting processes when spelling morphologically complex words in children with and without Developmental Language Disorder Sarah Critten, Coventry University

3467 The critical developmental period of the anterior prefrontal cortex activation by pleasant tactile stimulation: A NIRS study Yuichiro Kikuno, The University of Shimane

12:00-12:30

Margaret Donaldson 2019 Award Winner Longitudinal development of executive functions and self-regulation across infancy and toddlerhood: A slow-cooked approach to understanding individual trajectories over time

Dr Karla Holmboe, University of Oxford

Cognitive Psychology Section 2019 Award Winner A retrieved context model of the emotional modulation of memory

Dr Deborah Talmi, University of Manchester

12:30-13:00

JSDP 2019 Award Winner What can Developmental Psychologists do to demonstrate immediate solutions to social problems?

Dr Takayuki Sasaki, Osaka University of Commerce, Japan

13:00-13:30

Neil O’Connor 2019 Award Winner


The cognitive profile and autistic characteristics associated with Sotos syndrome Dr Chloe Lane, University of Sheffield

13:30 – 14:00

Grab ‘n’ Go Lunch

14:00

Conference Close

Documents

VERSION 9...Kirsty Johnstone, University of Sheffield 10 3294 Children, adolescents, and adult listeners give similar ratings of perceived trustworthiness to adult voices Gaby Mahrholz,