Hutchison, J., Golden, K., Wood, L. A., & Cunningham, S. J. (in press). Gender imbalance in the classroom: Prevalence, influences and experiences. Scottish Educational Review. 

Crothers, H., Scott-Brown, K., & Cunningham, S. J. (2026). “It’s Just Not Safe”: Gender-based harassment and toxicity experiences of women in Esports. Games and Culture, 21(4), 746-764. https://doi.org/10.1177/15554120241273358

Wood, L. A. (2024). Mr Predator and Mrs Prey: Gender stereotypes in children's films correlate with explicit and implicit gender stereotyping. Social Development, 34, e12808. https://doi.org/10.1111/sode.12808

Dallimore, C. J., Smith, K., Hutchison, J., Slessor, G., & Martin, D. (2024). Many mickles make a muckle: Evidence that gender stereotypes re-emerge spontaneously via cultural evolution. Personality And Social Psychology Bulletin. Early online view 

Cunningham, S. J., Hutchison, J., Ellis, N., Hezelyova, I., & Wood, L. A (2023) The cost of social influence: Own-gender and gender-stereotype social learning biases in adolescents and adults. PLoS ONE, 18(8), e0290122. https://doi.org/10.1371/journal.pone.0290122 

Wood, L. A, Hutchison, J., Aitken, M. & Cunningham, S. J. (2022). Young people’s knowledge and endorsement of gender stereotypes of education and career competency. British Journal of Social Psychology, 61(3), 768-789. https://doi.org/10.1111/bjso.12510

Hutchison, J., Martin, D., Slessor, G., Urquhart, J., Smith, K., & Cunningham, S. J. (2018). Context and perceptual salience influence the formation of stereotypes via cumulative cultural evolution. Cognitive Science, 42(S1), 186-212. https://doi.org/10.1111/COGS.12560

Martin, D., Cunningham, S. J., Hutchison, J., Slessor, G. & Smith, K. (2017). How societal stereotypes might form and evolve via cumulative cultural evolution? Social and Personality Psychology Compass, 11, 1-13. https://doi.org/10.1111/SPC3.12338

Martin, D., Hutchison, J., Slessor, G., Urquhart, J., Cunningham, S. J., & Smith, K. (2014). The spontaneous formation of stereotypes via cumulative cultural evolution. Psychological Science, 25, 1777-1786. https://doi.org/1177/09567614541129

Cunningham, S. J. & Macrae, C. N. (2011). The colour of gender stereotyping. British Journal of Psychology, 102, 598-614. https://doi.org/10.1111/j.2044-8295.2011.02023.x.

Wood, L. A., Sutherland, C., Xu, J., Rawlings, B., Pope-Caldwell, S., Mboumba, O., Ondaye, A. E., Ngoma, G. R., Ndenguele, R., Holden, E. & Lew-Levy, S. (2026). Naturalistic observations of children and adolescents in diverse contexts: methods, challenges, and recommendations. Infant and Child Development. 35(3), e70114. https://doi.org/10.1002/icd.70114

Xu, J., Wood, L., Sutherland, C., Pope-Caldwell, S., Mboumba, O., Ondaye, A. E., Ngoma, G. R., Ndenguele, R., Ntamboudila, F. K. & Lew-Levy, S. (2026). Parental perspectives on children's social learning in four cultures. Frontiers in Psychology, 17, 1845262. https://doi.org/10.3389/fpsyg.2026.1845262

Kornbluh, M., Amador, R., Bell, S., Neal, J. W., Simpson, S. B., Corbett, B., ... Wood, L. A. & Dautel, J. (2025). Exploring facilitators and disruptors of polarization during adolescence within contested settings: A case study of Catholic and Protestant youth in Northern Ireland. Journal of Adolescent Research. Early online view:  https://doi.org/10.1177/07435584251344215

Lew-Levy, S., van den Bos, W., Corriveau, K. H., Dutra, N. B., Flynn, E. G., O'Sullivan, E., Pope, S., Rawlings, B., Smolla, M., Xu, J. & Wood, L. A (2023). Peer learning and cultural evolution. Child Development Perspectives, 17(2), 97-105. https://doi.org/10.1111/cdep.12482

Lucas, A. J., Burdett, E. R. R., Burgess, V., Wood, L. A., McGuigan, N., Harris, P. L. & Whiten, A. (2017). The development of selective copying: children’s learning from an expert versus their mother. Child Development. 88, 2026-2042. https://doi.org/10.1111/cdev.12711

Burdett, E. R. R., Lucas, A. J., Buchsbaum, D., McGuigan, N., Wood, L. A. & Whiten, A. (2016). Do children copy an expert or a majority? Examining selective learning in instrumental and normative contexts. PLoS One,11, e0164698. https://doi.org/10.1371/journal.pone.0164698

Wood, L. A., Harrison, R. A., Lucas, A. J., McGuigan, N., Burdett, E. R. R. & Whitten, A. (2016). "Model age-based" and "copy when uncertain" biases in children's social learning of a novel task. Journal of Experimental Child Psychology, 150, 272-284. https://doi.org/10.1016/j.jecp.2016.06.005

Wood, L. A., Kendal, R. L. & Flynn, E. G. (2015). Does a peer model’s task proficiency influence children’s solution choice and innovation? Journal of Experimental Child Psychology, 139, 90-202. https://doi.org/10.1016/j.jecp.2015.06.003

Wood, L. A., Kendal, R. L. & Flynn, E. G., (2013). Copy me or copy you? The effect of prior experience on social learning. Cognition, 127, 203-213. https://doi.org/10.1016/j.cognition.2013.01.002

Wood, L. A., Kendal, R. L. & Flynn, E. G., (2013). Whom do children copy? Model-based biases in social learning. Developmental Review, 33, 341-356. https://doi.org/10.1016/j.dr.2013.08.002

Wood, L. A., Kendal, R. L. & Flynn, E. G., (2012). Context-dependent model-based biases in cultural transmission: Children's imitation is affected by model age over model knowledge state. Evolution and Human Behavior, 33, 387-394 8. https://doi.org/10.1016/j.evolhumbehav.2011.11.010

Paff, H. A., Melinger, A., Cunningham, S. J., & Ross, J. (in press). A self-bias account of foreign language effects: Exploring dual selves in bilingual self-referencing. Journal of Memory and Language. 

Cunningham, S. J., March, J., Golden, K., Wilks, C., Ross, J., & McLean, J. F. (in press). Effects of self-cue inclusion on children’s reading comprehension. Applied Cognitive Psychology 

Corbett, B., Grew, E., McShane, C., Wood, L., Scholz, C., Flynn, E., Corriveau, K., Kornbluh, M., Watling Neal, J., Xu, J. & Dautel, J. B. (2026). Some things are better left behind: Adolescent transmission of conflict narratives in a divided society. Child Development, aacag124.

Martin, D., Bottomley, E., Hutchison, J., Konopka, A., Williamson, G., Swainson, R. (2026). Social category modulation of the happy face advantage. Personality and Social Psychology Bulletin, 52(5), 1327-1340. https://doi.org/10.1177/01461672241310917

Cleland, A., Hutchison, J., Shao, Z. (2026). In at the deep end! Enhancing the experience of Psychology “conversion” programme students. Teaching Psychology Globally. In G. J. Rich, E. Nordmann, H. R. Searight, R. Mampane, J. Reece, & A. Padilla-Lopez (Eds.), pp. 299-310. Springer. https://doi.org/10.1007/978-3-032-09977-8_21

Toivo, W., Nordmann, E., Hutchison, J., Browitt, A., MacKay, J. (2026). “The best year” / “I struggled with everything”: Widening participation experiences of pandemic online learning. British Educational Research Journal, 52(2), 1533-1553. https://doi.org/10.1002/berj.70084 

March, J. J., McLean, J. F., Ross, J., Kuipers, J. R., Cunningham, S. J. (2026) Why do self-referent cues facilitate problem-solving? Insights from eye tracking. PLoS ONE. https://doi.org/10.1371/journal.pone.0346703 

Ahmed, Z., McLean, J. F., Allan, K. & Cunningham, S. J. (2025) Evidence for a direct effect of self-cues on working memory capacity in children and adults. Early online view

Martin, D., Bottomley, E., Hutchison, J., Konopka, A. E., Williamson, G., & Swainson, R. (2025). Social category modulation of the happy face advantage. Personality and Social Psychology Bulletin. Early online view 

Ross, J., Hutchison, J., & Cunningham, S. J. (2025). Exploring bidirectional links between self and memory across early to late childhood. Child Development, 91(1), 234-250. https://doi.org/10.1111/cdev.14163

Kirk, N. W & Cunningham, S. J. (2025). Listen to yourself! Prioritization of self-associated and own voice cues. British Journal of Psychology, 161(1), 131-148. https://doi.org/10.1111/bjop.12741 

Clarkson, T. R., Paff, H., Cunningham, S. J., Ross, J., Haslam, C., & Kritikos, A. (2025). Mine for life: Charting ownership effects in memory from adolescence to old age. Quarterly Journal of Experimental Psychology, 78(4), 766-780. https://doi.org/10.1177/17470218241254119 

Martin, D., Hutchison, J., Konopka, A. E., Dallimore, C. J., Slessor, G., & Swainson, R. (2024). Intergroup processes and the happy face advantage: How social categories influence emotion categorization. Journal of Personality and Social Psychology, 126(3), 390–412. https://doi.org/10.1037/pspa0000386

Ahmed, Z., Cunningham, S. J., Rhodes, S., Gow, A., Macmillan, K., Hutchison, J., & Ross, J. (2024). The self-referent effect in Attention Deficit Hyperactivity Disorder. British Journal of Developmental Psychology, 42(3), 348-358. https://doi.org/10.1111/bjdp.12489 

Cunningham, S. J., Ahmed, Z., March, J., Golden, K., Wilks, C., Ross, J., McLean, J. F. (2024). Put you in the problem: Effects of self-pronouns on mathematical problem solving. Quarterly Journal of Experimental Psychology 77(2), 308-325. https://doi.org/10.1177/17470218231174229

Branigan, H. E., Middleton, S. L., & Hutchison, J. (2023). Exploring and Enhancing Support for Advanced Entry Students Transitioning Into Higher Education. In D. Willison & E. Henderson (Eds.), Perspectives on Enhancing Student Transition Into Higher Education and Beyond (pp. 95-120). IGI Global Scientific Publishing. https://doi.org/10.4018/978-1-6684-8198-1.ch005

MacKay, J. R. D., Nordmann, E., Murray, L., Browitt, A., Anderson, M., & Hutchison, J. (2021) Cost of asking: ‘Say that again?’: A social capital theory view into how lecture recording supports widening participation. Frontiers in Education, 6. https://doi.org/10.3389/feduc.2021.734755

Clarkson, T. R., Cunningham, S. J, Haslam, C., Kritikos, A. (2022). Is self always prioritised? attenuating the ownership self-reference effect in memory. Consciousness and Cognition, 106, 103420. https://doi.org/10.1016/j.concog.2022.103420

Cunningham, S., Vogt, J., Martin, D. (2022). Me first? Positioning self in the attentional hierarchy. Journal of Experimental Psychology: Human Perception and Performance, 48(2), 115-127. https://doi.org/10.1037/xhp0000976 

Allan, K., Oren, N., Hutchison, J. & Martin, D. (2021). In search of a Goldilocks zone for credible AI. Scientific Reports, 11, 13687. https://doi.org/10.1038/s41598-021-93109-8

Kempe, V., Gauvrit, N., Panayotov, N., Cunningham, S. J., Tamariz, M. (2021). Amount of learning and signal stability modulate emergence of combinatorial structure and iconicity in novel signaling systems. Cognitive Science, 45(11), e13057. https://doi.org/10.1111/cogs.13057

Hutchison, J., Ross, J., & Cunningham, S. J. (2021). Development of evaluative and incidental self reference effects in childhood. Journal of Experimental Child Psychology, 210, 39-48.  https://doi.org/10.1016/j.jecp.2021.105197

Ross, J., Cunningham, S. J., & Hutchison, J. (2020). The me in memory: The role of the self in autobiographical memory development. Child Development,91, e299-e314. https://doi.org/10.1111/cdev.13211

Nordmann, E., Horlin, C., Hutchison, J., Murray, J-A., Robson, L., Seery, M. K., & MacKay, J. R. D. (2020) Ten simple rules for supporting a temporary online pivot in higher education. PLoS Computational Biology, 16(10), e1008242. https://doi.org/10.1371/journal.pcbi.1008242

Cunningham, S. J., Scott, L., Hutchison, J., Ross, J., & Martin, D. (2018). Applying self-processing biases in education: Improving learning through ownership. Journal of Applied Research in Memory and Cognition, 7, 342-351. https://doi.org/10.1016/j.jarmac.2018.04.004 

Cunningham, S. J. (2018). The thoughtful self. In Hauke & Kritikos (Eds.) Embodiment in Psychology – A Practitioner’s Guide. Springer.

Gillespie-Smith, K, Ballantyne, C, Branigan, H, Turk, D. J., & Cunningham, S. J. (2018). The I in Autism: Severity and social functioning in Autism is related to self-processing. British Journal of Developmental Psychology, 36, 127-141. https://doi.org/10.1111/bjdp.12219

Allan, K., Morson, S., Dixon, S., Martin, D. & Cunningham, S. J. (2017). Simulation-based mentalizing generates a ‘proxy’ self-reference effect in memory. Quarterly Journal of Experimental Psychology, 70,1074-1084. https://doi.org/0.1080/17470218.2016.1209532

Cunningham, S. J. & Turk, S. J. (2017). A review of self-processing biases in cognition. Quarterly Journal of Experimental Psychology, 70,987-995. https://doi.org/10.1080/17470218.2016.1276609