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Psychology

D-Index
39
Citations
6305
World Ranking
8574
National Ranking
858

Overview

Julie A. Hadwin is affiliated with the University of Southampton in the United Kingdom. Their research primarily lies within the fields of psychology and social sciences, with a specific focus on clinical psychology, cognitive neuroscience, experimental and cognitive psychology, education, and developmental and educational psychology.

The scientist's work covers a range of topics including:

  • Child Development and Digital Technology
  • Child and Adolescent Psychosocial and Emotional Development
  • Anxiety, Depression, Psychometrics, Treatment, Cognitive Processes
  • Autism Spectrum Disorder Research
  • Obsessive-Compulsive Spectrum Disorders
  • Innovative Teaching and Learning Methods
  • Memory Processes and Influences

Julie A. Hadwin has contributed to multiple scholarly articles published in a variety of academic journals. Notable recent papers include:

  • Sex/Gender Differences in Camouflaging in Children and Adolescents with Autism, 2020, Journal of Autism and Developmental Disorders
  • Research Review: A systematic review and meta-analysis of sex/gender differences in social interaction and communication in autistic and nonautistic children and adolescents, 2020, Journal of Child Psychology and Psychiatry
  • A Meta-Analysis Investigating the Association Between Metacognition and Math Performance in Adolescence, 2021, Educational Psychology Review
  • The roles of sex and gender in child and adolescent mental health, 2022, JCPP Advances
  • The benefits of successive relearning on multiple learning outcomes, 2021, Journal of Educational Psychology

Their research is frequently published in venues such as Educational Psychology Review, Journal of Cognitive Psychology, Journal of Autism and Developmental Disorders, Journal of Child Psychology and Psychiatry, and JCPP Advances.

Frequent collaborators in their scholarly work include Henry Wood-Downie, Hanna Kovshoff, Philip A. Higham, Athina Manoli, and Bonnie Wong.

Best Publications

  • Anxiety and Depression in Academic Performance: An Exploration of the Mediating Factors of Worry and Working Memory

    Matthew Owens;Jim Stevenson;Julie A. Hadwin;Roger Norgate

  • Processing efficiency theory in children: working memory as a mediator between trait anxiety and academic performance.

    Matthew Owens;Jim Stevenson;Roger Norgate;Julie A. Hadwin

  • Pleased and surprised: Children's cognitive theory of emotion

    Julie Hadwin;Josef Perner

  • Can we teach children with autism to understand emotions, belief, or pretence?

    Julie Hadwin;Simon Baron-Cohen;Patricia Howlin;Katie Hill

  • Exploring the function of selective attention and hypervigilance for threat in anxiety

    Helen J. Richards;Valerie Benson;Nick Donnelly;Julie A. Hadwin

  • The development of information processing biases in childhood anxiety: A review and exploration of its origins in parenting

    Julie A. Hadwin;Matthew Garner;Gisela Perez-Olivas

  • Does Teaching Theory of Mind Have an Effect on the Ability to Develop Conversation in Children with Autism

    Julie Hadwin;Simon Baron-Cohen;Patricia Howlin;Katie Hill

  • When does anxiety help or hinder cognitive test performance? The role of working memory capacity.

    Matthew Owens;Jim Stevenson;Julie A. Hadwin;Roger Norgate

  • Cognitive processing and trait anxiety in typically developing children: evidence for an interpretation bias.

    Julie Hadwin;Susie Frost;Christopher C. French;Anne Richards

  • Teaching Children with Autism to Mind-read: A Practical Guide

    Patricia Howlin;Simon Baron-Cohen;Julie A. Hadwin

  • The development of emotion recognition from facial expressions and non-linguistic vocalizations during childhood

    Georgia Chronaki;Georgia Chronaki;Julie A. Hadwin;Matthew Garner;Pierre Maurage

  • Sex/Gender Differences in Camouflaging in Children and Adolescents with Autism

    Henry Wood-Downie;Bonnie Wong;Bonnie Wong;Hanna Kovshoff;William Mandy

  • Psychometric properties of reaction time based experimental paradigms measuring anxiety-related information-processing biases in children

    Hannah Brown;Thalia Eley;S Broeren;C Macleod

  • Face processing in high-functioning adolescents with autism: Evidence for weak central coherence

    Beatriz Lopez;Nick Donnelly;Julie A Hadwin;Susan R Leekam

  • Teaching Children with Autism to Mind-Read: A Practical Guide for Teachers and Parents

    Patricia Howlin;Simon Baron-Cohen;Julie Hadwin

  • State anxiety and working memory in children: A test of processing efficiency theory

    Julie A. Hadwin;Joanna Brogan;Jim Stevenson

  • Research Review: A systematic review and meta-analysis of sex/gender differences in social interaction and communication in autistic and nonautistic children and adolescents.

    Henry Wood-Downie;Bonnie Wong;Hanna Kovshoff;Samuele Cortese

  • Visual search in children and adults: Top-down and bottom-up mechanisms

    Nick Donnelly;Kyle Cave;Rebecca Greenway;Julie A. Hadwin

  • The role of a sense of school belonging in understanding the effectiveness of inclusion of children with special educational needs

    Emily Jane Prince;Julie Hadwin

  • Psychosocial adjustment in children and adolescents with a parent with multiple sclerosis: a systematic review

    Angeliki Bogosian;Rona Moss-Morris Moss-Morris;Julie Hadwin

  • The influence of children's self‐report trait anxiety and depression on visual search for emotional faces

    Julie A. Hadwin;Nick Donnelly;Christopher C. French;Anne Richards

  • Information processing biases and anxiety: a developmental perspective

    Julie A Hadwin;Andy P Field

Frequent Co-Authors

Matthew Garner
Matthew Garner University of Southampton
Simon Paul Liversedge
Simon Paul Liversedge University of Central Lancashire
Edmund J.S. Sonuga-Barke
Edmund J.S. Sonuga-Barke King's College London
Jim Stevenson
Jim Stevenson University of Southampton
Rona Moss-Morris
Rona Moss-Morris King's College London
Patricia Howlin
Patricia Howlin King's College London
Simon Baron-Cohen
Simon Baron-Cohen University of Cambridge
Anne Richards
Anne Richards Birkbeck, University of London
Christopher C. French
Christopher C. French Goldsmiths University of London
Andy P. Field
Andy P. Field University of Sussex

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