List of Academic Publications

I am Professor of Developmental Psychology at the University of Hertfordshire and also a Professor in the School of Applied Sciences at Istanbul Bilgi University.

Below are some of my academic publications, many available from the University archive site or see my University pages for further information.

Pine, K. J., Howlett, N., Reeves, L. M., & Fletcher , B. (2012). Giving cognition a helping hand: The effects of congruent gestures on object name retrieval. In press. British Journal of Psychology.

Huttunen, K., Pine, K. J., Thurnham, A, & Khan, C. (2012). The changing role of gesture in linguistic development: a developmental trajectory and a cross-cultural comparison between British and Finnish children. In press, Journal of Psycholinguistic Research.

Pine, K. J. (2011). Sheconomics: Why more women on boards boosts company performance. Significance, 8, 2, 80 – 81. DOI: 10.1111/j.1740-9713.2011.00492.x

PINE, K. J. & Fletcher B. (C), (2011). Women’s spending behaviour is menstrual cycle sensitive. Personality and Individual Differences, 50, 1, 74-78. http://dx.doi.org/10.1016/j.paid.2010.08.026

Kirk, E., PINE, K. J. & Ryder, N. (2011). I hear what you say but I see what you mean: The role of gestures in children’s pragmatic comprehension. Language and Cognitive Processes, 26, 2, 149-170.

Fletcher, B. (C), Hanson, J., Page, N. C., & PINE, K.J. (2011) Increasing behavioural flexibility leads to sustained weight loss. Swiss Journal of Psychology, 70,1, 25–34.

PINE, K. J., Gurney, D.J., & Fletcher, B. (C), (2011). The semantic specificity hypothesis: When gestures do not depend upon the presence of a listener. 34, 3, p.169. DOI: 10.1007/s10919-010-0089-7

PINE, K. J., Knott, T., & Fletcher B. (C). (2010) Teaching concept-salient gestures to children leads to learning gains. Enfance, 03, 355-368. http://www.necplus.eu/repo_A24CVAFn

PINE, K. J. (2010). Seeking an alternative to medication for treating ADHD: Is EEG Biofeedback the answer? Every Child Journal, 1, 4, pp. 29-32.

Howlett, N. R., Kirk, E. S. & PINE, K. J. (2010) Does ‘Wanting the Best’ Create More Stress? The Link Between Baby Sign Classes and Maternal Anxiety. Infant and Child Development, DOI: 10.1002/icd.705

PINE K J & Fletcher B (C) (2009). The tendency of pre-school children to count discrete physical objects. Educational Psychology,  29, 7, 801 — 813

Nash, A. S., PINE, K.J., & Messer, D. J., (2009). Television alcohol advertising: do children really mean what they say? British Journal of Developmental Psychology. 27, 85 – 104

Uprichard, S., Kupshik, G., Pine, K. J., & Fletcher B. (C) (2009). Dynamic assessment of learning ability improves outcome prediction following acquired brain injury. Brain Injury.  23, 4, 278–290.

PINE, K. J., (2008). Consumer kids: How TV advertisers get into the minds of children. Pediatrics for Parents. 25, 7/8, 17-18.

Messer, D. J., PINE, K.J. & Butler, (2008). Children’s Cognitive Structures :  Consistency or adaptability in cross-situational assessments? Learning and Instruction,18, 1, 41-53

PINE, K. J., Wilson, P. & Nash, A. S., (2007). The relationship between television advertising, children’s viewing and their requests to Father Christmas. Journal of Developmental and Behavioural Pediatrics, 28(6):456 – 461

PINE, K. J., Lufkin, N., & Messer, D. J.  (2007). A microgenetic analysis of the relationship between speech and gesture in children: Evidence for semantic and temporal asynchrony. Language and Cognitive Processes, 22, 2, 234 – 246.

PINE, K. J. Bird, H. & Kirk, E. (2007). The effects of prohibiting gesture on children’s lexical retrieval ability. Developmental Science, 10, 6, 747-754.

Critten, S., PINE, K. J. & Steffler, D. (2007) Spelling development in young children: a case of Representational Redescription? Journal of Educational Psychology. 99, 1, 207 -220.

Fletcher, B. (C), Pine, K. J., Woodbridge,Z, Nash, A. (2007). How visual images of chocolate affect the craving and guilt of female dieters. Appetite, 48, 211-217.

Fletcher, B.(C), Hanson, J., Page, N. C., & PINE, K.J. (2007). A new behavioural intervention for tackling obesity. European Journal of Nutraceuticals and Functional Foods, 18. 5, pp. 8-9.

Flynn, E., PINE, K.J. & Lewis, C. (2007). Using the microgenetic method to investigate cognitive development: An introduction. Infant and Child Development, 15, 1-6.

Fletcher, B. (C), & PINE, K. J. (2006). Read my hands not my lips: Untrained observers’ ability to interpret children’s gestures. Semiotica, 158, 1, 4.

Flynn, E. PINE, K. J. & Lewis, C. (2006) The microgenetic method: Time for change? The Psychologist, 19, 3, 152 – 155.

Thurnham, A.J. & PINE, K. J. (2006). The effects of single and dual representations on children’s gesture production. Cognitive Development, 21, 1, 46 – 59.

PINE, K. J., Lufkin, N., & Messer, D. J.  (2004). More gestures than answers: Children learning about balance. Developmental Psychology.40 (6) 1059-1067

PINE, K. J. & Nash, A. S. (2003). Barbie or Betty? Pre-school children’s preference for brands and evidence for gender-linked differences. Journal of Developmental and Behavioral Pediatrics, 24, 4, 219 – 224.

PINE, K. J. & Messer, D. J. (2003). The development of representations as children learn about balancing. British Journal of Developmental Psychology, 21, 2, 285 – 301.

PINE, K. J., & Veasey, T., (2003). Conceptualising and assessing young children’s knowledge of television advertising within a framework of implicit and explicit knowledge. Journal of Marketing Management, Special Issue: Marketing to Children, 19, Vol. 3-4, 459 – 473.

PINE, K. J. & Nash, A. S. (2002). Dear Santa: The effects of TV advertising on children. International Journal of Behavioural Development,26, 6, 529 – 539.

PINE, K. J., Messer, D. J., & St. John, K. (2002). Children’s learning from contrast modelling. Cognitive Development, 17 (2) 1249 –1263.

PINE, K. J. (2001). Children’s perceptions of body shape: A thinness bias in pre-adolescent girls and associations with femininity. Clinical Child Psychology and Psychiatry, 6, 4, 519 – 536.

PINE, K. J., Messer, D. J.  & St. John, K. (2001). Children’s misconceptions in primary science: A survey of teachers’ views. Research in Science and Technology Education, 19, 1, 79 – 96.

PINE, K. J. & Messer, D. J. (2000). The effects of explaining another’s actions on children’s implicit theories of balance, Cognition and Instruction, 18, 1, 37 – 54.

PINE, K. J. & Messer, D. J. (1999). What children do and what children know: Looking beyond success using Karmiloff-Smith’s RR framework. New Ideas in Psychology, 17, 17-30.

PINE, K. J., Messer, D. J. & Godfrey, K. (1999). The teachability of children with naive theories: an exploration of the effects of two teaching methods. British Journal of Educational Psychology, June 1999, 69 (2) 201-211.

PINE, K. J. & Messer, D. J. (1998). Group collaboration effects and the explicitness of children’s knowledge. Cognitive Development, 13 (1), 109 – 126.