Items where Subject is "Developmental and Educational Psychology"

  • ASJC Scopus Subject Areas (4053)
  • Psychology(all) (257)
  • Developmental and Educational Psychology (42)
    Number of items at this level: 42.
    A
  • Lesbian, Gay, Bisexual, and Trans Aging in a U.K. Context : Critical Observations of Recent Research Literature. (2019) Kathryn Almack and Andrew King
  • Analysing Trade-offs in Frameworks for the Design of Smart Environments. (2019) Carmelo Ardito, Giuseppe Desolda, Rosa Lanzilotti, Alessio Malizia and Maristella Matera
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  • Why are we not flooded by involuntary thoughts about the past and future? Testing the cognitive inhibition dependency hypothesis. (2019) Krystian Barzykowski, Remi Radel, Agnieszka Niedzwienska and Lia Kvavilashvili
  • The transition into adulthood for children with a severe intellectual disability: : parents’ views. (2017) Sanchia Biswas, Anna Tickle, Nima Golijani-Moghaddam and Kathryn Almack
  • The involvement of long-term serial-order memory in reading development : A longitudinal study. (2016) Louisa Bogaerts, Arnaud Szmalec, Marjolijn De Maeyer, Mike P A Page and Wouter Duyck
  • Shaking the usability treewhy usability is not a dead end, and a constructive way forward : why usability is not a dead end, and a constructive way forward. (2018) Simone Borsci, Stefano Federici, Alessio Malizia and Maria Laura De Filippis
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  • "It's nothing you could ever prepare anyone for": the experiences of young people and their families following parental stroke. (2018) Clare Coppock, David Winter, Scott Ferguson and Anna Green
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  • Sustaining attention in affective contexts during adolescence: age-related differences and association with elevated symptoms of depression and anxiety. (2024) D. L. Dunning, J. Parker, K. Griffiths, M. Bennett, A. Archer-Boyd, A. Bevan, S. Ahmed, C. Griffin, L. Foulkes, J. Leung, A. Sakhardande, T. Manly, W. Kuyken, J.M.G. Williams, S.-J. Blakemore and T. Dalgleish
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  • Definition, assessment and management of frailty for people with intellectual disabilities: A scoping review. (2024) Dominique Grohmann, David Wellsted and Silvana Mengoni
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  • Inclusivity in education for autism spectrum disorders: Experiences of support from the perspective of parent/carers, school teaching staff and young people on the autism spectrum. (2022) Laurence Hasson, Saskia Keville, Jen Gallagher, Dami Onagbesan and Amanda Ludlow
  • A scoping review of the complementary feeding practices and early eating experiences of children with Down syndrome. (2023) Laura Hielscher, Karen Irvine, Amanda Ludlow, Samantha Rogers and Silvana Mengoni
  • Inclusivity for children with autism spectrum disorders: Parent’s reflections of the school learning environment versus home learning during COVID-19. (2023) Chelsea Hill, Saskia Keville and Amanda Ludlow
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  • Mothers’ Experiences of Accessing Mental Health Care for their Child with an Autism Spectrum Disorder. (2020) Laura Jackson, Saskia Keville and Amanda Ludlow
  • How UK HE STEM Students Were Motivated to Switch Their Cameras on: A Study of the Development of Compassionate Communications in Task-focused Online Group Meetings. (2022) J. M. P. V. K. Jayasundara, Theo Gilbert, Saskia Kersten and Li Meng
  • Parent–child relationships and adolescents’ life satisfaction across the first decade of the new millennium. (2017) Antonia Jiménez-Iglesias, Irene García-Moya and Carmen Moreno
  • The role of motion and intensity in deaf children’s recognition of real human facial expressions of emotion. (2018) Anna Catherine Jones, Roberto Gutierrez and Amanda Ludlow
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  • Parent perspectives of children with selective mutism and co-occurring autism. (2023) Saskia Keville, Pashtana Zormati, Afshan Shahid, Clarissa Osborne and Amanda Ludlow
  • Love and Dating Patterns for Same‐ and Both‐Gender Attracted Adolescents Across Europe. (2018) Andras Kolto, Honor Young, Lorraine Burke, Nathalie Moreau, Alina Cosma, Josefine Magnusson, Beat Windlin, Marta Reis, Elizabeth M Saewyc, Emmanuelle Godeau and Saoirse Nic Gabhainn
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  • Selective mutism in children with and without an autism spectrum disorder: The role of sensory avoidance in mediating symptoms of social anxiety. (2022) Amanda Ludlow, Clarissa Osborne and Saskia Keville
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  • Age effects on processing spatial relations within different reference frames: The role of executive functions. (2022) Ioanna Markostamou and Kenny R Coventry
  • Strange face illusions: A systematic review and quality analysis. (2023) Joanna Mash, Paul Jenkinson, Charlotte Dean and Keith Laws
  • Experiences of feeding young children with Down Syndrome: Parents’ and health professionals’ perspectives. (2023) Silvana Mengoni, Bobbie Smith, Helena Wythe and Samantha Rogers
  • Learning to read new words in individuals with Down syndrome : Testing the role of phonological knowledge. (2014) Silvana E. Mengoni, Hannah M. Nash and Charles Hulme
  • The benefit of orthographic support for oral vocabulary learning in children with Down syndrome. (2013) Silvana E. Mengoni, Hannah Nash and Charles Hulme
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  • Being a child with intellectual disabilities in hospital: The need for an individualised approach to care. (2024) Kate Oulton, Faith Gibson, Charlotte Kenten, Jessica Russell, Lucinda Carr, Angela Hassiotis, Paula Kelly, Sam Kerry, Irene Tuffrey‐Wijne, Mark Whiting and Jo Wray
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  • Decision-making and future planning for children with life-limiting conditions : A qualitative systematic review and thematic synthesis. (2017) E. Popejoy, Kristian Pollock, K. Almack, J. C. Manning and B. Johnston
  • Childhood Autism in the UK and Greece: A Cross-National Study of progress in different intervention contexts. (2019) Kristi Poppi, Julia Jones and Nicola Botting
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  • Relationships between feeding problems, eating behaviours and parental feeding practices in children with Down syndrome: a cross-sectional study. (2022) Samantha Rogers, Bobbie Smith and Silvana Mengoni
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  • Concepts and Action: Where does the embodiment debate leave us? (2018) Nicholas Shipp, Frederic Vallee-Tourangeau and Susan Anthony
  • Exploring Computer Science Students’ Perception of ChatGPT in Higher Education: A Descriptive and Correlation Study. (2023) Harpreet Singh, Mohammad Tayarani and Muhammad Yaqoob
  • Children retain implicitly learned phonological sequences better than adults: A longitudinal study. (2018) Eleonore H M Smalle, Michael Page, Wouter Duyck, Martin G. Edwards and Arnaud Szmalec
  • Do people with intellectual disabilities understand their prescription medication? A scoping review. (2019) Megan Smith, Danielle Adams, Claudia Carr and Silvana Mengoni
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  • Inhibition in Preschool Children at Risk of Developmental Language Disorder. (2022) Sheila Thomas, Nicholas Shipp and Nuala Ryder
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  • Absence of age effects on spontaneous past and future thinking in daily life. (2019) Elizabeth Warden, Benjamin Plimpton and Lia Kvavilashvili
  • Experiences of equine assisted therapy for females with autism spectrum disorders. (2022) Katie Warner, Saskia Keville, Jemma Hockley and Amanda Ludlow
  • Responses to killing in state-sanctioned and unsanctioned killers: pathways of construing. (2024) David Winter
  • Construing Worst Experiences of the COVID-19 Pandemic in the USA: A Thematic Analysis. (2021) David Winter, Alain Brunet, Marjolaine Rivest-Beauregard, Razan Hammoud and Sabrina Cipolletta
  • Construing the COVID-19 pandemic in the UK: A qualitative study. (2024) David Winter, Razan Hammoud, Irina Todorova and Sabrina Cipolletta
  • Revealing the impact of loss : Exploring mental health through the use of drawing/writing with HIV positive adolescents in Johannesburg. (2017) Nataly Woollett, Heena Brahmbhatt, Kate Dodd, Michelle Booth, Hayley Berman and Lucie Cluver
  • Evaluating the usefulness of a wordless picture book for adults with intellectual disabilities about the COVID ‐19 vaccination programme using co‐production: The CAREVIS study. (2024) Helena Wythe, Raj Attavar, Julia Jones, Jackie Kelly, Claire Palmer, Louise Jenkins, Romanie Dekker, Debra Fearns, Scott Watkins, Anne Hunt and Natalie Pattison
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  • The psychological impact of the secondary school transition on families of autistic children. (2023) Lucy Yates, Saskia Keville and Amanda Ludlow
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  • A naturalistic study of prospective memory in preschoolers : The role of task interruption and motivation. (2013) Elzbieta Ślusarczyk and Agnieszka Niedzwienska