Suddendorf, T., & Redshaw, J. (accepted). Anticipation of future events. In J. Vonk & T. K. Shackleford (Eds.), Encyclopedia of Animal Cognition and Behavior.
Redshaw, J., & Suddendorf, T. Misconceptions about adaptive function (accepted). Behavioral and Brain Sciences.
Tillman, K., Monier, F., Zhang, M., Redshaw, J., & McCormack, T. (in press). Time on the mind of a child: Perspectives on the development of temporal cognition. Proceedings of the 39th Annual Conference of the Cognitive Science Society.
Kennedy-Costantini, S., Oostenbroek, J., Suddendorf, T., Nielsen, M., Redshaw, J., Davis, J., Clark, S., & Slaughter, S. (in press). There is no compelling evidence that human neonates imitate. Behavioral and Brain Sciences.
Redshaw, J., & Bulley, A. (in press). Future thinking in animals: Capacities and limits. In G. Oettingen, A. T. Sevincer, & P. Gollwitzer, The psychology of thinking about the future. New York: Guilford.
Suddendorf, T., Crimston, J., & Redshaw, J. (2017). Preparatory responses to socially determined, mutually exclusive possibilities in chimpanzees and children. Biology Letters, 13(6), 20170170.
Redshaw, J., & Suddendorf, T. (2016). Children's and apes' preparatory responses to two mutually exclusive possibilities. Current Biology, 26(13), 1758-1762.
Oostenbroek, J., Suddendorf, T., Nielsen, M., Redshaw, J., Kennedy-Costantini, S., Davis, J., Clark, S., & Slaughter, V. (2016). Comprehensive longitudinal study challenges the existence of neonatal imitation in humans. Current Biology, 26(10), 1334-1338.
Redshaw, J., Henry, J.D., & Suddendorf, T. (2016). Disentangling the effect of event-based cues on children's time-based prospective memory performance. Journal of Experimental Child Psychology. 150, 130-140.
Redshaw, J. (2014). Does metarepresentation make human mental time travel unique?. Wiley Interdisciplinary Reviews: Cognitive Science, 5(5), 519-531.
Redshaw, J., & Suddendorf, T. (2013). Foresight beyond the very next event: four-year-olds can link past and deferred future episodes. Frontiers in Psychology, 4, 404.
Suddendorf, T., & Redshaw, J. (2013). The development of mental scenario building and episodic foresight. Annals of the New York Academy of Sciences, 1296(1), 135-153.
Note: Coordinator roles prior to 2009 and tutor roles prior to 2006 are not included.
My research primarily focuses on the development of episodic foresight (thinking about the future) in children. I have a few possible projects in this area, all with the ultimate aim of publication. You are welcome to work on these projects but I am also very open to other ideas.
1. Preparing for mutually exclusive future possibilities: Recent research from our lab shows that children become able to mentally represent and prepare for mutually exclusive versions of the future during the preschool years. But why do younger children struggle with this type of reasoning? One possibility is that they fail to understand that their predictions about future events can be incorrect. Potential projects would involve working with typically developing children (and possibly children with autism) to make progress on this question.
2. Strategic reminder setting to aid prospective memory: Prospective memory involves remembering to perform an action at a specific future occasion. Adults often use external aids, such as calendars and alarms, to help us remember what to do and when to do it. When do children spontaneously do the same, and what are the cognitive processes responsible? Moreover, is this capacity less functional in certain clinical groups, such as those with schizophrenia or autism?
3. Means-end reasoning to achieve a future goal: Classic research shows that chimpanzees can mentally reason backwards through several steps to solve a complex problem and achieve a goal. When can children do this, and is it related to inhibitory control and other executive functions?
4. How much effort will preschoolers expend to obtain future rewards? Parents often use future rewards to motivate their children to do chores (e.g., "if you put away your toys then you can watch TV tonight"). But it remains largely unknown how children are influenced by the size and nature of the future reward. When there are more rewards available, will they work harder on a task to maximise their future benefit?
Please feel free to send me an email (firstname.lastname@example.org) if you would like to meet and discuss potential projects.
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