Heather J. Ferguson - The Cognitive Basis of Social Interaction Across the Lifespan

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ISBN 9780198843290

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DOI: 10.1093/oso/9780198843290.001.0001

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This book was prepared with the support of a European Research Council grant to Heather Ferguson (Ref: CogSoCoAGE; 636458). This grant supported Elisabeth Bradford, Victoria Brunsdon, and Martina de Lillo, the authors of , Muireann Irish was supported by an Australian Research Council Future Fellowship (FT160100096), and Siddharth Ramanan by a University of Sydney, Faculty of Science Ph.D. Research Scholarship.

Thanks are due to Camilla Woodrow-Hill for help with proofreading and formatting draft chapters, and to Netanel Weinstein for providing comments on earlier versions of

Heather J. Ferguson

Tobias Schuwerk and Hannes Rakoczy

Serena Lecce and Rory T. Devine

Sarah Donaldson and Kathryn Mills

Ian A. Apperly and J. Jessica Wang

Victoria E. A. Brunsdon, Elisabeth E. F. Bradford, and Heather J. Ferguson

Lucy A. Livingston and Francesca Happ

Muireann Irish and Siddharth Ramanan

Elisabeth E. F. Bradford, Martina De Lillo, and Heather J. Ferguson

Ian A. Apperly, Professor of Cognition and Development, School of Psychology, University of Birwmingham, UK

Elisabeth E. F. Bradford, Lecturer in Psychology, School of Social Sciences, University of Dundee, UK

Victoria E. A. Brunsdon, Postdoctoral Research Associate, School of Psychology, University of Kent, UK

Martina De Lillo, Doctoral Student, School of Psychology, University of Kent, UK

Rory T. Devine, Lecturer in Developmental Psychology, School of Psychology, University of Birmingham, UK

Sarah Donaldson, Doctoral Student, Department of Psychology, University of Oregon, USA

Heather J. Ferguson, Professor in Psychology, School of Psychology, University of Kent, UK

Francesca Happ, Professor of Cognitive Neuroscience, Institute of Psychiatry, Psychology & Neuroscience, Kings College London, UK

Muireann Irish, Professor of Cognitive Neuroscience, School of Psychology, Brain and Mind Centre, University of Sydney, Australia

Serena Lecce, Associate Professor in Developmental and Educational Psychology, Department of Brain and Behavioral Science, University of Pavia, Italy

Lucy A. Livingston, Lecturer in Psychology, School of Psychology, Cardiff University, UK

Kathryn Mills, Assistant Professor, Department of Psychology, University of Oregon, USA

Hannes Rakoczy, Developmental Psychologist, Department of Developmental Psychology, University of Gttingen, Germany

Siddharth Ramanan, Postdoctoral Research Associate, MRC Cognition and Brain Sciences Unit, University of Cambridge, UK

Tobias Schuwerk, Clinical and Developmental Psychologist, Department of Developmental and Educational Psychology, Ludwig-Maximilians-University of Munich, Germany

J. Jessica Wang, Lecturer in Psychology, Department of Psychology, Lancaster University, UK

Ian A. Apperly

Ian Apperly is a Professor of Cognition and Development in the School of Psychology at the University of Birmingham. He studied natural sciences at Cambridge University and completed his PhD at the University of Birmingham. His main research interest is in mindreadingthe ability to take other peoples perspectives for communication, cooperation, competition, or deceptionand he has built a strong international profile in this area. His work has been supported by funders including the Economic and Social Research Council, Medical Research Council, and Leverhulme Trust, and he authored a book, Mindreaders: The Cognitive Basis of Theory of Mind, in 2010. He has received prizes from the British Psychological Society and the Experimental Psychology Society.

Elisabeth E. F. Bradford

Elisabeth Bradford is a Lecturer in Cognitive and Developmental Psychology at the School of Social Sciences, University of Dundee (Scotland, UK). She completed her PhD at the University of St Andrews in 2016. Prior to her lectureship at the University of Dundee, Lizzie worked as a Postdoctoral Research Associate at the University of Kent (England, UK). Her research focuses on social cognition abilities, examining how these capacities change and develop across the lifespan, the impacts of deficits in social cognition abilities, how social cognition may vary across cultures, and the factors that may underlie successful engagement of social cognition abilities at different ages (e.g. executive functions).