Josephine Ross is a lecturer within the School of Psychology. Her research and teaching area is Developmental Psychology. She is particularly interested in how and when children develop a sense of self. Josephine started a lectureship at Dundee in September 2008, graduating with a PhD from the University of Stirling in June 2009.
Josephine's primary research interest is in the development of self-awareness. She is interested in approaching this topic from a number of different perspectives, including those of cognitive, social, comparative and cross-cultural psychology. She is also interested in researching related socio-cognitive capacities, such as the development of theory of mind, meta-cognition, morality/prosocial behaviour, and executive function (particularly memory and self-regulation). Visit the MiniMeLab website to find out more.
- Year 1 Introductory Psychology (Science and Society)
- Year 2 Research Skills (Research Methodology)
- Year 3 Developmental Psychology (Socio Cognitive Development)
- Years 4/5 Advanced Study Module (The development of self-awareness), Developmental Theories (Ethology)
'Bilingual advantage, bidialectal advantage or neither?: Comparing performance across three tests of executive function in middle childhood' Developmental Science, vol 20, no. 4, e12405, pp. 1-21. DOI:
'Cultural differences in self-recognition: the early development of autonomous and related selves?' Developmental Science, vol 20, no. 3, e12387. DOI:
'You and me: investigating the role of self-evaluative emotion in preschool prosociality' Journal of Experimental Child Psychology, vol 155, pp. 67-83. DOI:
'How do children develop a sense of self?', 17 October.
'I Remember Me: Mnemonic Self-Reference Effects in Preschool Children' Monographs of the Society for Research in Child Development, vol 76, no. 3, pp. 1-102. DOI:
'Situational changes in self-awareness influence 3- and 4-year-olds' self-regulation' Journal of Experimental Child Psychology, vol 108, no. 1, pp. 126-138. DOI:
'International perspectives on early childhood research: a day in the life. Edited by Julia Gillen and Catherine Anne Cameron. Palgrave Macmillan, New York, USA, 2010.' Infant and Child Development, vol 20, no. 3, pp. 347-348. DOI:
Drawing production, drawing re-experience and drawing re-cognition. in C Lange-Küttner & A Vinter (eds), Drawing and the non-verbal mind : a life-span perspective. Cambridge University Press, Cambridge, pp. 42-62.
'Sleep on a problem: it works like a dream' The Psychologist, vol 19, no. 12, pp. 738-741.
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