605 research outputs found
PICC_in_Ageing
No full textTask code, analysis scripts, and raw data from Devine et al., (in prep) Prevalence-Induced Concept Change in Older Adult
PICC_in_Ageing
No full textTask code, analysis scripts, and raw data from Devine et al., (in prep) Prevalence-Induced Concept Change in Older Adult
PICC_in_Ageing
No full textTask code, analysis scripts, and raw data from Devine et al., (in prep) Prevalence-Induced Concept Change in Older Adult
Data for Changes in The Prevalence Of Thin Bodies Biases Young Womens’ Judgements about Body Size
No full textRegistration for data from
Devine, Germain, Ehrlich, & Eppinger (2022). Changes in The Prevalence Of Thin Bodies Biases Young Womens’ Judgements about Body Size. Psychological Science.
Originally found here: https://github.com/seandamiandevine/PICCB
Data for Changes in The Prevalence Of Thin Bodies Biases Young Womens’ Judgements about Body Size
No full textRegistration for data from
Devine, Germain, Ehrlich, & Eppinger (2022). Changes in The Prevalence Of Thin Bodies Biases Young Womens’ Judgements about Body Size. Psychological Science.
Originally found here: https://github.com/seandamiandevine/PICCB
sj-docx-1-pss-10.1177_09567976221082941 – Supplemental material for Changes in the Prevalence of Thin Bodies Bias Young Women’s Judgments About Body Size
No full textSupplemental material, sj-docx-1-pss-10.1177_09567976221082941 for Changes in the Prevalence of Thin Bodies Bias Young Women’s Judgments About Body Size by Sean Devine, Nathalie Germain, Stefan Ehrlich and Ben Eppinger in Psychological Science</p
Effort Foraging and Brain Stimulation
No full textThis code and data are from Bogdanov, M., Bustamante, L. A., Devine, S., Sheldon, S., & Otto, A. R. (2025). Non-invasive brain stimulation over the Frontopolar Cortex promotes willingness to exert cognitive effort in a foraging-like sequential choice task. Journal of Neuroscience. https://doi.org/10.1523/JNEUROSCI.0647-24.202
Psychological predictors in context: an empirical study of interactions between determinants of car use intentions
Get PDFThis paper is from the PhD work of Wall, the lead author, supervised by Devine-Wright and Mill.
The work described here and in Output 1, and other parts of the thesis from which they were derived, was extensively cited in the DfT (2006) report “An Evidence Base Review of Public Attitudes to Climate Change and Transport Behaviour”
Post-secondary planning paradoxes: how regular kids prepare for the future in the college-for-all era
No full textThis dissertation examines the interactional processes that lead to stratified post-secondary planning and outcomes among high school students. In contrast to most sociological research on education, I study “regular” students, neither the overachievers nor those at risk of dropping out. I address how the mundane details of students’ daily lives are patterned to produce and reproduce systems of privilege. In the first of two waves of research, I interviewed 28 New Jersey counselors. In the second wave, I spent two years shadowing students through 11th and 12th grades at one racially and socioeconomically diverse high school in the suburban fringe of New York City. Multiple ethnographic methods included focus groups, school-day shadowing and repeated interviews of 17 focal students, and interviews with teachers, parents, counselors, and administrators. I argue that students’ lives are structured by a series of paradoxes, beginning with the college-for-all paradox: we expect all students to go to college, and yet fewer than half do. I explore a number of sub-paradoxes that structure student experience in high school. First, some counselors employ a pedagogical role; they scaffold post-secondary planning to foster a “dependent independence” that makes it (incorrectly) appear that students are doing it on their own. Second, New Jersey High School (NJHS) sends a series of complex mixed messages about college in response to a student body with diverse post-secondary outcomes. Mixed messages appear in formal and informal interactions and in the school’s institutional structures. NJHS tells students that college is for everyone, but it’s actually not for all of them. Third, students must navigate through these vague messages to figure out where they fit vis-à-vis their classmates and how that might inform their post-secondary plans. They must do this in a cultural space in which they are just learning which comparisons are acceptable and which must be left implicit. These strategies allow students to adjust their expectations while absolving teachers and counselors from giving advice that is difficult to hear. This leaves students with often mistaken impressions of solid college plans, and they thereby come to understand not going to college as a personal failure.Ph. D.Includes bibliographical referencesby Audrey Elizabeth Devine Elle
- …
