Category Archives: Cognitive Psychology

Theory of Mind experiments to do at home with your children

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Last week Dr Sarah Rose, course leader for BSc Psychology and Child Development Award blogged about recreating some of the Piagetian Experiments with her children.

This week they have been having a go at some Theory of Mind tasks. These tasks are particularly suitable for children between the ages of about 3- and 7-years-old. We would love to hear how your children got on with these experiments, please tweet us @StaffsPsych or add your comments to this post!

Background

Psychologists are interested in how humans make sense of the world, this includes how they make sense of what others think. This ability to theorise and predict what someone else might be thinking develops with age and is called ‘Theory of Mind’.

This skill of predicting what another person may desire, believe, or feel usually develops between 3 and 7 years of age. The more psychologists have studied the development of theory of mind the more they have realised that it is not a single skill, instead it is a series of complex skills which develop over time.

False Belief Task 1: Sally and Ann

First we have had a go at recreating some of the classic Theory of Mind tasks testing ‘false beliefs’. These tasks require a child to understand that others may not have knowledge that they do, and which is correct. Therefore, they are called ‘false belief’ tasks as they require the child to recognise that someone else may have a ‘false belief’ about a situation.

One of the most famous of these false belief tasks is the story about two dolls, Sally and Anne:

Sally has a marble which she puts in a basket. She then goes on a walk. While she is on the walk Anne moves the marble to a box. Sally comes back from her walk and the child is asked where Sally will look for her marble.

To ‘pass’ this task the child needs to respond that Sally will look in the basket as she doesn’t know that the marble has been moved to the box.

Both my 4- and 6-year old seemed to enjoy this and found it relatively easy. If you would like to see the videos do have a look here. I used a paper prompt for the story about Sally and Anne, if you look on google you will find a few to choose from.

False Belief Task 2: Smarties Tube

Other versions of the false belief task have also been developed. Probably the most famous of these is the Smarties tube task. In this a child is shown a smarties tube (or some other familiar container, we used a pencil box).

The child is asked what they think is inside, as long as you have chosen something the child is familiar with, they should give you the expected answer, e.g. Smarties (or in my case pencils).

However, what the child doesn’t know is that prior to the experiment you have taken the expected contents out and replaced them with something unexpected! You then show the child the unexpected contents, this often gives them a good giggle. Then you close the container again and ask them what someone else, who hasn’t seen inside the container, would think was inside.

My 6-year old really enjoyed this task as he found it very funny. My 4-year old was a little more confused by it though (video can be found here). She thought that Nana would think there were sweeties in the pencil box! I did wonder if this might reflected the box that I had chosen as maybe she thought Nana would not be familiar with the box and therefore that it contained pencils Alternatively, maybe there is something about this task that she just found more difficult than the task about Sally and Anne?

Diverse Desire Task

Since the development of the false belief tasks it has become recognised that these tasks test just one aspect of Theory of Mind. If we are interested in children’s understanding of the minds of others, then we need more tasks as people’s minds are very complex. We need tasks that test children’s understanding of different types of thoughts, not just someone’s knowledge and beliefs.

One of these more recent tasks has been designed to test children’s understanding that the likes and desires of others may differ to their own. To test this, you will need a picture of two possible snacks (we used pictures of a cookie and a carrot) and a soft toy who can be the character in the story.
Now you are ready to engage in the following conversation with your child.

  • Here are two different snacks, a carrot, and a cookie (show them the pictures). Which would you like best?
  • Here is Farmer Tom (the name of the toy we used), and it is his snack time!
  • Farmer Tom really likes (opposite to what child said). He does not like (what the child says), he likes (opposite to what the child said).
  • So now it is snack time, Farmer Tom can choose what he would like to eat. Which snack will they choose, a cookie or a carrot?

To ‘pass’ this task the child needs to choose the snack for the toy character that the character likes – rather than the one that they would choose. Both of my children found this quite easy, you can see them having a go here. I was not surprised by this as understanding of diverse desires has been found to be one of the first Theory of Mind skills to develop, usually before the understanding of false belief

Real – Apparent Emotion Task

As well has having beliefs and desires we have emotions too. Some more recent Theory of Mind tasks, such as this story about Sam have aimed to investigate children’s understanding of the emotions that another person might feel and show – and that these may not always be the same as people can try and hide their emotions.

To test this understanding of emotion you will need a couple of paper props: a silhouette, or outline of a boy, and three face emojis (happy, neutral and sad). Make sure that your child is confident about the feelings that each of three faces represent and introduce the silhouette of the boy explaining that it is ‘Sam’ the boy in the story that you are about to read.

Now you are ready to read the story:

This story is about Sam. I am going to ask you some questions about how Sam is feeling, how he is really feeling on the inside, and how he looks on his face. He might feel one way inside but look a different way on his face. I want you to tell me how he really feels inside AND then how he looks on his face, okay?

  • Sam’s friends were playing together and telling jokes.
  • One of the older children, Rosie, told a mean, unkind joke about Sam and everyone laughed.
  • Everyone thought it was very funny but Sam didn’t.
  • But he didn’t want the other children to see how he felt about the joke, so Sam tried to hide how he felt.
  • So, how do you think Sam felt on the inside when everyone else laughed at the joke?
  • AND how did Sam try to look on his face?

To pass this test children need to recognise that although Sam felt sad inside, he tried to disguise his feelings by looking neutral or happy. I was surprised at how easy both of my children found this task as understanding of emotion has generally been found to be one of the later Theory of Mind skills to develop. This led me to wonder whether maybe taking the ‘test’ in a familiar environment with a familiar adult who they are used to listening to made it easier for them to pass the test?

Finally, some reflections on these tests…

Although the theory of mind tasks are tests of social cognition they also require good language skills as children really have to listen and understand what you are saying otherwise they would be likely to give the wrong answers. I think, like the Piagetian tasks I wrote about last week, that when we are able to present these tasks in a child friendly way that makes sense to the child we may find that some abilities develop slightly sooner than the theorist originally thought. These reminds us how important the environment and context is for children, if they feel comfortable and relaxed they may be better able to show us their true cognitive abilities.

Let us know what you think!

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Interested in a Psychology degree? Come to an Open Day – for further details and to book your place at an open day please click here.

Experiments to do at home with your children

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I am Sarah Rose, the Course Leader for the BSc Psychology and Child Development Award and while I have been at home with my children, I have been having a go at recreating some classic cognitive psychology experiments with them. Today we had a go at some of the classical Piagetian Tasks. These tasks are particularly suitable for children between the ages of about 4 and 8 years old. We would love to hear how your children got on with these experiments, please tweet us @StaffsPsych or add your comments to this post!

Background

Jean Piaget developed an influential theory of cognitive development, suggesting that as children grow older the way that they understand and think about the world alters. He was one of the first the argue that the way that young children understand the world is not just an immature version of adult understanding, instead he argued that it was fundamentally different. He developed a series of tasks, known as conservation tasks, which demonstrated this. I have had a go at recreating these tasks at home with my 4- and 6-year-old. If you cannot load any of the videos within the blog piece please watch them here.

Task 1: Conservation of quantity

Materials: Traditionally this task is done with water, but to make tidying up easier we used rice. In addition to this some plastic glasses (ideally transparent) of different shapes and sizes, although two of them need to be the same size, are needed.

Instructions:

  1. First, put an approximately equal amount of rice in the two glasses that are the same size.
  2. Ask your child if there is the same amount of rice in both.
  3. If they say ‘no’ encourage them to move a little from one to the other until they are happy that there is the same amount in both.
  4. Once they are happy with this ask them to pour the rice from one of the glasses into another one (ideally one that is noticeably taller and narrower, or fatter and wider).
  5. Now ask them if there is the same amount in both glasses, or if one glass now has more rice in than the other.
  6. You might be surprised by their answer, you could ask them to explain it to you.

Results: According to Piaget, and also my recreation of this experiment with my own children, under the age of about 6-years might struggle with this, and believe that by pouring the rice from one container to another the amount has actually changed. This suggests that their mental representation and understanding of quantity might be quite different to ours. I was interested to see how my 6-year old’s understanding was clearly still shifting and developing as he explained why it looked like there was more in one glass than the other but actually it was the same amount.

This is how my two children got on:

Conservation of quantity – 4-years old
Conservation of quantity – 6-years old

Task 2: Conservation of number

Materials: 14 counters of equal size, we used pennies as I could not find the counters. You might also like a Teddy Bear to act as an assistant!

Instructions:

  1. Place the counters in two rows so that both rows have the same number of counters and they are equally spaced.
  2. Ask your child if both rows have the same number of counters (hopefully, they will agree that they do but if they do not, just remove a counter from both rows until they agree that there is the same number).
  3. Now either you, or that cheeky Teddy assisting you, could move the counters in one of the rows so that they are spaced further apart. This will make one of the rows appear to be longer.
  4. Now ask your child whether there are the same number of counters in both rows, or whether one row has more counters than the other.
  5. Again, you might be surprised by their answer and you could ask them to explain their thinking to you.

Results: Again, children under the age of about 6-years old may struggle with this. It has been found that making slight adaptions to Piaget’s original task, such as having a naughty Teddy assist, can help children of a younger age to pass this task. It was still a bit tricky for my 4-year-old though!

Conservation of number – 4-year old

Task 3: Conservation of mass

Materials: Two balls of play dough that are different colours. A surface that you can roll the play dough on.

Instructions: Take the two balls of play dough and roll them into balls. These two balls should be the same size, and you should check with your child to make sure that they think they are the same size too! If they do not adjust the size by removing small amounts from the one that they think is biggest until they are happy that they are both the same size. Now, while your child watches, take one of the balls and roll it so that it becomes more of a cylinder shape. Once you have done this ask your child whether both shapes have the same amount of playdough, or whether one has more than the other. Again, you might be surprised by their answer and you could ask them to explain their thinking to you.

Results: Children younger than about 7-years-old are likely to tell you that the amount has changed. Piaget found that children did not show adult understanding all his conservation tasks at the same point, rather as they developed, they would ‘pass’ some before they passed others. This task involving mass is often passed later than those involving quantity or number. Again I found it really interesting to see the difference in my 4 and 6-year olds understanding.

Conservation of mass – 6-year old
Conservation of mass – 4-year old

We would love to hear how your children got on with these experiments. Please tweet us @StaffsPsych!

If you have not been able to view the videos within the blog piece you can find them all here.

The Department of Psychology at Staffordshire University offers a range of undergraduate and postgraduate degrees in Psychology at the University’s £30 million Science Centre in Stoke-on-Trent. The department is home to the Staffordshire Centre for Psychological Research, a large and active group of psychologists, PhD students and researchers conducting work into a variety of psychological disciplines and topic areas.

5 things to get involved in whilst studying with us!

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There are many things that you can get involved in whilst studying a Psychology degree with us! Here are 5 ideas of what you can do outside of your academic workload.

5 things to get involved in whilst studying for your Psychology degree!

#1: We have lots of events and opportunities for you to get involved in throughout the year!
For example you could:

  • Write a blog piece on your experiences or an event you have supported.
  • Run a demonstration at one of our events such as ‘Psychology and Me’!
  • Present your research at one of the Psychology Research conferences.
PitP expert talk

#2: You can attend expert talks

These take place on campus as part of our visiting speaker series and as part of Psychology in the Pub! You can hear about research and different Psychology fields who are invited to talk about their interests.

Group PsychMe

#3: Become a Psychology Advocate!

Learn more about the field of Psychology and develop your transferable skills by delivering workshops, tours and supporting events within the department!

EEG
EEG

#4: Develop your practical research skills

Conduct your own studies, support academic researchers and participate in studies. These might use our amazing technical resources!
You can put your learning into practice on a placement year or one of your option modules.

#5: Join the Psychology society!

Socialise with students from across our Psychology degrees and become part of a wider Psychology community!

Interested in a Psychology degree? Come to an Open Day – for further details and to book your place at an open day please click here.

Staffs Student Stories – Meet Mikki, BSc (Hons) Psychology and Criminology

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About you

Mikki
Mikki, BSc (Hons) Psychology and Criminology student

My name is Mikki and I’m a full-time third year Psychology and Criminology student. At first, I only wanted to go to University for the experience and I had no solid career path in mind but knew that I wanted to go down the route of something to do with Criminology! Looking back, my time at Staffordshire University has been some of the best years of my life and I’ve met the most amazing people on my journey – I can’t wait to see what the future has in store for me!

Why did you apply and how did you get a place on the course?

I applied to study Psychology and Criminology at Staffordshire University because I’ve always had an interest in Criminology and had some previous knowledge of Psychology so I liked the idea of combining the two! Staffordshire University not being too far from home was also a bonus as I was super nervous about moving away. I applied for the course via UCAS and was offered an unconditional place a couple of weeks later.

What has been the best part of the course?

For me, the best part of the course has been getting to choose my option modules. There were a variety of modules available for us to choose from and it helped me tailor my experience on the course to be specific to the topics that I was interested in, which then allowed me to gain a wider knowledge on some of my biggest interests.

What are the biggest challenges you’ve had to overcome and how have you overcome them, while studying with us

Helpful and understanding staff

One of the biggest challenges I’ve had to overcome whilst studying at Staffordshire University was coming to terms with the workload and how to manage my time effectively. Coming to University straight from college was a big jump for me and I didn’t realise just how different the workload was and just how much would be expected of me. It took me a couple of weeks to adjust, but all of the staff were so helpful and understanding which made things a lot easier and much less daunting for me.

What are your next steps and plans for the future?

After studying Psychology and Criminology for the last 3 years, I’ve actually had a huge turning point in my mindset for the future and have decided to progress onto a Masters in Education. Despite my change of career path, the past 3 years studying Psychology and Criminology have prepared me for my plans for the future and has given me confidence that I wasn’t even aware I had.

Would you recommend our course to others?

I would 100% recommend this course to anyone interested in Psychology and Criminology! My 3 years studying at Staffordshire University have been 3 of the best years of my life – I’ve made some of the most amazing friends, met some of the most caring staff in the Psychology department and it has also increased my confidence and knowledge in a field that has held my interest for years. I can’t recommend this course enough!

Interested in studing with us? Find out more about our courses:

The Science Centre

Psychology and Me: An interactive evening of psychology!

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The Department of Psychology at Staffordshire University is delighted to invite you to Psychology and Me!

Psychology and Me is a fun and interactive evening where you will be given the opportunity to get hands-on with some of our state-of-the-art research resources. You will also be able to hear about the latest research findings from a variety of experts working in psychology.

Psychology and Me will take place at Staffordshire University’s Science Centre, Leek Road, Stoke-on-Trent, on Wednesday 26th February 5:45pm – 8:30 pm.

Everyone is welcome, please make sure that you book your ticket(s)! These include free onsite parking and refreshments.

This year’s Psychology and Me event includes these fantastic activities:

Psychology and Me: Listen!

A series of short expert talks will explore some fascinating questions, such as:

  1. How do we prevent dog bites in young children?
  2. How does psychology relate to physical health?
  3. How and why do we measure brain activity?

Psychology and Me: Hands on!

Engage in some fun equipment-based demonstrations to understand how we conduct research in psychology, such as:

  • How we can tell if you are stressed
  • How we can measure your brain activity with EEG
  • How we can test your reaction skills with our driving simulator

Psychology and Me: A chance to win!

Would you like the chance to win some Amazon vouchers? Take part in some of our hands-on activities and you could be in the running! Entry information and winners to be announced at the event.

How does psychology apply to you and your life? Come along and find out!

Reserve your free ticket(s) for Psychology and Me or contact psychologyevents@staffs.ac.uk for more information.

We look forward to seeing you there!

Interested in a Psychology degree? Come to an Open Day – for further details and to book your place at an open day please click here.

The Big Bang West Midlands Fair returns to Staffordshire University in 2019!

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By Dina Grinsted, Schools & Colleges Champion for Psychology

Some of the Department of Psychology in attendance at last year’s Big Bang Fair

In June 2018, Staffordshire University welcomed the Big Bang West Midlands for the first time, celebrating STEAM (Science, Technology, Engineering, Arts, Maths) subjects. Over 2000 students and teachers visited the campus throughout the day, and enjoyed a wide variety of STEAM activities, including nine psychology stands!

Ahead of the return of the Big Bang Fair to Staffordshire University in 2019, here is a brief review of the Department of Psychology’s presence at the 2018 fair:

Dr Emily Buckley, Judy David, and Masters student Charlotte Stock try on the VR headsets

The ‘Virtual Reality in Psychology’ stand allowed visitors to experience dinosaurs in VR, and learn about how we can use virtual environments in psychology. This was a very popular stand, with many people trying out the dinosaur experience! Guests also had the chance to test their memory, and learnt how to improve it through techniques such as the Method of Loci and mnemonics on our Memory Test stand.

Third year BSc Psychology student Jaime-Lee Cunningham and Dr Andrew Edmonds on the ‘Memory Test’ stand

The event was a great success, with a huge number of visitors taking part and enjoying the activities. Staffordshire University has been confirmed as the home for the 2019 event, which will take place on Tuesday 18th June 2019. Come along to find out about all things STEM, including Psychology activities. Book your free visit here.

On the ‘Detecting Stress Responses’ stand, guests were connected to a BioPac, and had their Galvanic Skin Response tested whilst doing moderately stressful activities. This measures the level of sweat on the fingertips as an indicator of stress, so the aim was to attempt to keep your stress levels down.

One student advocate who helped to run this stand said

“I was particularly happy to see so many young girls expressing enthusiasm and engagement with some of the scientific principles that we were demonstrating to them on the Detecting Stress Responses stand.  Great to see that STEM engagement with girls is improving.”

The Department of Psychology at Staffordshire University offers a range of undergraduate and postgraduate degrees in Psychology at the University’s £30 million Science Centre in Stoke-on-Trent. The department is home to the Staffordshire Centre for Psychological Research, a large and active group of psychologists, PhD students and researchers conducting work into a variety of psychological disciplines and topic areas.

Interested in a Psychology degree? Come to an Open Day – for further details and to book your place at an open day please click here.

Dr Michael Batashvili joins the Psychology Department at Staffordshire University

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mbatashvili

Dr Michael Batashvili

Dr Michael Batashvili, who has recently joined Staffordshire University as a Lecturer in Psychology, introduces himself in his first InPsych blog post:

I am delighted to be joining an enthusiastic academic team here in the Psychology Department. My first week has been great and I am looking forward to what’s to come.

A bit of background on me: Since high school I wanted to become a developmental psychologist. However, within my second year of undergraduate study at the University of Derby, I was hooked on cognitive and biological psychology. I received my BSc (Hons) degree in Psychology in 2009 and decided that I wanted to continue studying as much as I could. I enrolled in a ‘new route PhD’, which included a Masters of Research (MRes) and a PhD studied over the course of four years. I had a keen interest in brain activity (still do) and began the PhD just as the university had invested in some neurophysiological equipment. I became enthusiastic about studying method of electroencephalography (EEG for short) and planned to use it in my PhD research. After setting up the lab with my supervisors, working as an Associate Lecturer, collecting all my data and writing up my thesis, a long time had passed. However, I had completed it and was extremely happy with what I had accomplished and the journey I had been on.

For those interested, my research area is Maths Anxiety and electrical brain activity. I’m aware that a great number of individuals dislike maths and some fear it and I have a keen interest to understand what and how this occurs in the brain.

Nearing the end of my PhD I began working at the University of Sheffield in a teaching focused role in psychology. I enjoy research but I have a passion for teaching so this suited me very well. After being there for just over a year I arrived at Staffordshire University in a lecturer position in psychology. Now that I am here, I am very excited to get back to my research and to continue teaching within this fantastic department.

Staffs-Uni-Hi-Res_45-1024x683The School of Psychology, Sport and Exercise at Staffordshire University is a leading School in the UK for Psychology degrees and is situated in the heart of England.  We produce internationally recognized research which is driving knowledge in this area forward and we work with a variety of healthcare providers, charities, international sports teams and private sector organisations.

Interested in a Psychology degree? Come to an Open Day – for further details, and to book your place at an open day, please visit: http://www.staffs.ac.uk/openyourmind/

For more information or details of the wide range of Psychology degrees on offer at Staffordshire University please visit our website and our courses page.

Dr Maria Panagiotidi joins the Psychology Department at Staffordshire University!

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Dr Maria Panagiotidi, who has recently joined the Psychology Academic Staff as a Lecturer in Psychology at Staffordshire University, writes an introductory blog about herself and her research:

I am delighted to be joining the team at Staffordshire University as a Lecturer in Psychology.

oct-16-mpanagiotidi

Dr Maria Panagiotidi

I completed my undergraduate degree in Psychology at Pantio University in Athens, Greece. I fell in love with research and cognitive psychology while working on my research project, which investigated the effects of music training on time perception. After graduating I moved to London, where I obtained a MSc in Cognitive Neuroscience.

I completed my PhD in Psychology at the University of Sheffield under the supervision of Dr Tom Stafford. During my studies I examined the role of the superior colliculus in Attention Deficit Hyperactivity Disorder (ADHD) and worked on establishing a potential objective test for the disorder using a variety of methodologies (eye tracking, behavioural testing, clinical eye tests). The initial findings from my studies were promising and led to a successful grant application (White Rose Collaboration Fund) to fund a study investigating the role of the superior colliculus in ADHD using neuroimaging in collaboration with researchers from the University of York and Leeds.

Over the last year, I have been working as a research psychologist at Arctic Shores, a Manchester based start-up creating psychometric mobile games. My role involved designing and conducting experiments to validate psychometric games. Being part of a multidisciplinary team and an innovative organisation was a great experience and provided me with useful insight into applied psychology and new technologies. As a result, I have developed a passion for cyberpsychology, a subject I am hoping to further explore in the future.

Alongside my previous roles, I have been actively involved in a number of science communication and public engagement activities. A recent project I worked on was the Empathy Station, an installation in collaboration with British Council Film exploring the role of Virtual Reality on Empathy, which was presented at last year’s Sheffield International Documentary Festival. I’m looking forward to continuing this work and taking on some public engagement responsibilities here at Staffordshire University!

If you want to hear more about my research or want to get in touch, please follow me on twitter @mariapage.

I’m looking forward to getting stuck into teaching and meeting more of the students and staff at Staffordshire, which has been a very supportive and welcoming place so far! I’m also excited to start doing research using the fantastic facilities here at the Science Centre.

Staffs-Uni-Hi-Res_45-1024x683The School of Psychology, Sport and Exercise at Staffordshire University is a leading School in the UK for Psychology degrees and is situated in the heart of England.  We produce internationally recognized research which is driving knowledge in this area forward and we work with a variety of healthcare providers, charities, international sports teams and private sector organisations.

Interested in a Psychology degree? Come to an Open Day – for further details, and to book your place at an open day, please visit: http://www.staffs.ac.uk/openyourmind/

For more information or details of the wide range of Psychology degrees on offer at Staffordshire University please visit our website and our courses page.

Could you design and conduct a psychological experiment in one day?

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On Wednesday 11th May 2016 the Psychology Department welcomed sixteen psychology students from Stoke-On-Trent Sixth Form for an ‘Experiment in a Day Workshop’. The interactive workshop provided the students with an opportunity to develop and run memory-based experiments whilst gaining insights into the Psychology technical resources available in the department.

Paul Gallimore and Sarah Higgins, Technical Sarah-H paul-GSkills Specialists in the Psychology Department and members of the Staffordshire Centre for Psychological Research, delivered the workshop with assistance from George Fortune, a current second year Staffordshire Psychology Student Advocate. In the session, the sixth form students defined the different memory processes and engaged with tasks to test apply their knowledge. Afterwards they then ran their own experiments on student participants from the sixth form to collect data to take away and analyse for a report set by their teacher.

There were four different experiments that the students had a chance to build, all of which tested different types of memory processing from recognition tasks to encoding tasks. One of the experiments ran by the students was the Stroop Task (pictured below) which required their participants to identify the ink colour words were written in. Once the data was collected the group discussed the findings for each of the experiments and provided suggestions to explain the results collected.Stroop Task

Students who took part in the workshop were asked for their feedback, with all students in attendance stating that they enjoyed the workshop, particularly the practical elements. Some students mentioned that they liked being able to take part in the experiments as well as conducting them. Whereas other students mentioned that they enjoyed using the psychology equipment / software and enjoyed the interactive quiz and tasks integrated within the workshop.

If you would like to come and have a go at some experiments and see the equipment that we have to offer why not attend our next open day?

Interested in Psychology? Come to an Open Day & find out more about Psychology courses at Staffordshire University.

Curious about how psychologists test and observe behaviour? Thinking about taking a Psychology degree or a related course?

Come to one of Staffordshire University’s Open Days and find out more! Book your place via: www.staffs.ac.uk/openyourmind/

Dr Andrew Edmonds featured on BBC Radio Stoke discussing the “Adele Illusion”

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Dr Andrew Edmonds, Lecturer in Psychology at Staffordshire University, was featured on BBC Radio Stoke discussing the recent “Adele” illusion – listen to Dr Edmonds’ interview via the below link:

BBC Radio Stoke iPlayer: Perry Spiller Show (From 02:27:40)

Read about Dr Edmonds’ explanation of the “Adele Illusion” via our InPsych blog: The Psychology of the “Adele Illusion”

The School of Psychology, Sport and Exercise at Staffordshire University is a leading School in the UK for Psychology degrees and is situated in the heart of England.  We produce internationally recognized research which is driving knowledge in this area forward and we work with a variety of healthcare providers, charities, international sports teams and private sector organisations.

For more information or details of the wide range of Psychology degrees on offer at Staffordshire University please visit our website and our courses page.