Peer-reviewed Publications

Armstrong, V.G. & Ross, J. (2021). Art boxes supporting parents and infants to share creative interactions at home: an art based response to improve wellbeing during Covid-19 restrictions. Public Health,

Armstrong, V.G. & Ross, J. (2020). The evidence base for art therapy with parent and infant dyads: an integrative literature review. International Journal of Art Therapy.

Ross, J., Hutchison, J., & Cunningham, S. J. (2020). The Me in Memory: The Role of the Self in Autobiographical Memory Development. Child Development.

Taranu, M, Wimmer, M.C., Ross, J., Farkas, D., Van Ee, R., Winkler, I., &. Denham, S. (2019). Children’s perception of visual and auditory ambiguity and its link to executive function and creativity. Journal of Experimental Child Psychology, 184, 123-138.

Armstrong, V.G, Dalinkeviciute, E. & Ross, J. (2019). A Dyadic Art Psychotherapy Group for Parents and Infants – Piloting Quantitative Methodologies for Evaluation. International Journal of Art Therapy.

Cunningham, S.J., Scott, L., Hutchison, J., Ross, J. & Martin, D. (2018). Applications of the self-memory bias: Improving learning through ownership. Journal of Applied Research in Memory and Cognition.

Ross, J. (2017). You and me: Investigating the role of self-evaluative emotion in preschool prosociality. Journal of Experimental Child Psychology. doi: 10.1016/j.jecp.2016.11.001 (pdf)

Ross, J. & Melinger, A. (2017). Bilingual advantage, bidialectal advantage or neither?: Comparing performance across three tests of executive function in middle childhood. Developmental Science. doi:1 0.1111/desc.12405 (pdf , supplementary materials: table 3, and Appendix)

Ross, J., Yilmaz, M., Dale, R., Cassidy, R., Yildirim, I. & Zeedyk, M.S. (2017). Cultural differences in self-recognition: The early development of autonomous and related selves? Developmental Science. doi: 10.1111/desc.12387 (And summarised in the BPS Research digest here). (pdf)

Ross, J., Anderson, J.R., & Campbell, R.N. (2011). I remember me: Investigating mnemonic self-reference effects in preschool children. Monographs of the Society for Research in Child Development, 76, 1-102doi: 10.1111/mono.2011.76.issue-3/issuetoc (pdf)                                  

Ross, J., Anderson, J.R., & Campbell, R.N. (2011). Situational self-awareness influences 3- and 4-year-olds’ self-regulation. Journal of Experimental Child Psychology, 108, 126-138. doi:10.1016/j.jecp.2010.08.003 (pdf)