Crothers, H., Scott-Brown, K., & Cunningham, S. J. (2025). “It’s Just Not Safe”: Gender-based harassment and toxicity experiences of women in Esports. Games and Culture. Early online view

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. (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., 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.

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

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. (2024). Mine for life: Charting ownership effects in memory from adolescence to old age. Quarterly Journal of Experimental Psychology. Early online view.

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