skip to primary navigation skip to content

PEDAL: Publications

boy looking through a big pile of books


Baker, S. T., Leslie, A. M., Gallistel, C. R., & Hood, B. M. (2016). Bayesian change-point analysis reveals developmental change in a classic theory of mind task. Cognitive Psychology, 91, 124-149.

Cotton, J., Baker, S.T., & Wilson, J. (2015). An Exploratory case study of three children with ADHD and social difficulties: Child and parent responses to an educational intervention designed to facilitate self-regulation and deep learning. The Psychology and Education Review, 39, 3-8.

Baker, S.T., Gjersoe, N.L., Sibielska-Woch, K., Leslie, A.M., and Hood, B. (2011). Inhibitory control interacts with core knowledge in toddlers’ manual search for an occluded object. Developmental Science, 14, 270-279.

Kazanina, N., Baker, S.T., Hood, B., and Seddon, H. (2011). When throwing is not catching: Children’s understanding of intentionality of transfer verbs. Boston University Conference on Language Development. Boston: Cascadilla Press.

Baker, S.T., Friedman, O., and Leslie, A.M. (2010). The Opposites task: Using general rules to test cognitive flexibility in preschoolers. Journal of Cognition and Development, 11, 240-254.


Pino-Pasternak, D., Basilio M. & Whitebread, D. (2014) Interventions and classroom contexts that promote Self-Regulated Learning: Examples from two intervention studies in UK primary classrooms. Psyke.

Whitebread, D. & Basilio, M. (2013). Play, culture and creativity. In D. Gauntlett & B. Stjerne-Thomsen (Eds.) Cultures of Creativity. Billund, Denmark: The LEGO Foundation.
View article here.

Whitebread, D. and Basilio, M. (2012) The emergence and early development of self-regulation in young children. Profesorado: Journal of Curriculum and Teacher Education, Monograph issue: Learn to learn. Teaching and evaluation of self-regulated learning, 16(1),15-34.


Elian Fink, Sander Begeer, Candi Peterson, Virginia Slaughter & Marc de Rosnay (2015) Friends, friendlessness, and the social consequences of gaining a theory of mind, British Journal of Developmental Psychology, 33(1), 27-30.

Elian Fink, Jessica Deighton, Neil Humphrey & Miranda Wolpert (2015) Assessing the bullying and victimisation experiences of children with special educational needs in mainstream schools: Development and validation of the Bullying Behaviour and Experience Scale, Research in Developmental Disorders, 36(1), 611 – 619. DOI: 10.1016/j.ridd.2014.10.048

Elian Fink, Sander Begeer, Candi Peterson, Virginia Slaughter & Marc de Rosnay, (2015) Friendlessness and theory of mind: A prospective longitudinal study, British Journal of Developmental Psychology. DOI: 10.1111/bjdp.12060

Elian Fink, Sander Begeer, Caroline Hunt & Marc de Rosnay (2014) False-belief understanding and social preference over the first two years of school: A longitudinal study, Child Development.

Marc de Rosnay, Elian Fink, Sander Begeer, Virginia Slaughter & Candida Peterson (2014) Talking theory of mind: Young school-aged children’s everyday conversation and understanding of mind and emotion, Journal of Child Language, 41(5), 1179 – 1193. DOI: 10.1017/S0305000913000433


Current grant:

Gibson, J., Hussain, J., Holsgrove, S., Adams, C. and Green, J. (2011). Quantifying children’s playground peer interaction skills: Development of the Manchester Inventory for Playground Observation. Research in Developmental Disabilities, 32(6), 2458-2466.
Full article here.

Gibson, J., Adams, C., Lockton, E. and Green, J. (2013). Social communication disorder outside autism? A diagnostic classification approach to delineating pragmatic language impairment, high functioning autism and specific language impairment. Journal of Child Psychology and Psychiatry, 54, 1186-1197.
Full article here.

PEDAL logo