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All Outputs (7)

Applied Scenarios: Embedding Psychological Literacy in Assessment (2023)
Journal Article
Einav, S., Spence, A., Blackie, L. E., Cassidy, S., & Allen, H. A. (2024). Applied Scenarios: Embedding Psychological Literacy in Assessment. Psychology Learning and Teaching, 23(2), 224 - 234. https://doi.org/10.1177/14757257231209178

Psychological literacy refers to the ability of a psychology student to use psychological knowledge, rather than merely learn it, in the context of personal, social, and organizational issues. Embedding psychological literacy in assessment is a criti... Read More about Applied Scenarios: Embedding Psychological Literacy in Assessment.

Epistemic vigilance online: Textual inaccuracy and children's selective trust in webpages (2020)
Journal Article
Einav, S., Levey, A., Patel, P., & Westwood, A. (2020). Epistemic vigilance online: Textual inaccuracy and children's selective trust in webpages. British Journal of Developmental Psychology, 38(4), 566-579. https://doi.org/10.1111/bjdp.12335

In this age of ‘fake news’, it is crucial that children are equipped with the skills to identify unreliable information online. Our study is the first to examine whether children are influenced by the presence of inaccuracies contained in webpages wh... Read More about Epistemic vigilance online: Textual inaccuracy and children's selective trust in webpages.

Children’s trust in print: what is the impact of late exposure to reading instruction? (2018)
Journal Article
Einav, S., Rydland, V., Grøver, V., Robinson, E. J., & Harris, P. L. (2018). Children’s trust in print: what is the impact of late exposure to reading instruction?. Infant and Child Development, 27(6), Article e2102. https://doi.org/10.1002/icd.2102

Prior research in England has indicated that, unlike pre-readers, young children who have learned to decode simple words view print-based information as a more authoritative source of knowledge than purely oral information. We predicted that children... Read More about Children’s trust in print: what is the impact of late exposure to reading instruction?.

Thinking for themselves?: the effect of informant independence on children’s endorsement of testimony from a consensus (2017)
Journal Article
Einav, S. (2018). Thinking for themselves?: the effect of informant independence on children’s endorsement of testimony from a consensus. Social Development, 27(1), 73-86. https://doi.org/10.1111/sode.12264

Testimony agreement across a number of people can be a reassuring sign of a claim’s reliability. However, reliability may be undermined if informants do not respond independently. In this case, social consensus may be a result of indiscriminate copyi... Read More about Thinking for themselves?: the effect of informant independence on children’s endorsement of testimony from a consensus.

Does the majority always know best? Young children's flexible trust in majority opinion (2014)
Journal Article
Einav, S. (2014). Does the majority always know best? Young children's flexible trust in majority opinion. PLoS ONE, 9(8), Article e104585. https://doi.org/10.1371/journal.pone.0104585

Copying the majority is generally an adaptive social learning strategy but the majority does not always know best. Previous work has demonstrated young children's selective uptake of information from a consensus over a lone dissenter. The current stu... Read More about Does the majority always know best? Young children's flexible trust in majority opinion.