About the Project
Applicants are invited to work on both big data and empirical experimental projects exploring how mood and cognition interact to influence children’s learning. Both good cognitive and mental health are important for adaptive functioning, and we know that functioning in one domain effects functioning in the other. The aim of these projects will be to investigate how these interactions change across development, how they differ for different children, and how they impact on learning and educational outcomes.
For more information on the supervisor for this project, please visit the UEA website www.uea.ac.uk
The start date is 1 October 2022
Entry Requirements: Acceptable first degree 2:1 in Psychology or cognate subject. Masters: Research methods in psychology or equivalent.
i) Holmes, J., Mareva, S., Bennett, M.P., Black, M.J., & Guy, J. (2021). Dimensions of psychopathology in a neurodevelopmental transdiagnostic sample. Journal of Abnormal Psychology, in press. Preprint: 10.31234/osf.io/3ecyp.
ii) Astle, D.E., Holmes, J., Kievit, R., & Gathercole S.E. (2021). The transdiagnostic revolution in neurodevelopmental disorders. Journal of Child Psychology and Psychiatry Annual Review, In press. Preprint: 10.31234/osf.io/4g3a2
iii) Holmes, J., Guy, J., Kievit, R., Bryant, A., Mareva, S., The CALM Team, & Gathercole, S.E. (2020). Cognitive dimensions of learning in children with problems in attention, learning and memory. Journal of Educational Psychology, Advance online publication, doi.org/10.1037/edu0000644
iv) Fuhrmann, D., Van Harmelen, A. L., & Kievit, R. (2020). Wellbeing and cognition are coupled during development: A preregistered longitudinal study of 1136 children and adolescents.