Hochard, K. D., Hulbert-Williams, L., Ashcroft, S., & McLoughlin, S. (2021), Acceptance and values clarification versus cognitive restructuring and relaxation: A randomized controlled trial of ultra-brief non-expert-delivered coaching interventions for social resilience, Journal of Contextual Behavioral Science, July 2021: 12-21.
Chopra, J., Ashworth, E., Saini, P., Putwain, D. W., McLoughlin, S., Kirkby, J., Eames, C., Hunt, A., & Duffy, K. (2021), Adolescents’ Lockdown-Induced Coping Experiences (ALICE) study: A qualitative exploration of early adolescents’ experiences of lockdown and reintegration, The Journal of Early Adolescence.
McLoughlin, S., Tyndall, I., & Pereira, A. (2020), Convergence of multiple fields on a relational reasoning approach to cognition, Intelligence, 83: 101491.
McLoughlin, S., Tyndall, I., Pereira, A., & Mulhern, T. (2020), Non-Verbal IQ gains from relational operant training explain variance in educational attainment: An active-controlled feasibility study, Journal of Cognitive Enhancement, 5: 35-50.
Stewart, I., McLoughlin, S., Mulhern, T., Ming, S., & Kirsten, E. (2020), “Assessing and teaching complex relational operants: Analogy and hierarchy”. In: Fryling, M., Rehfeldt, R.A., Tarbox, J., & Hayes, L. J. (eds.) Applied Behavior Analysis of Language and Cogntion. New Harbinger: Context Press, pp. 198-213.
McLoughlin, S., Tyndall, I., & Pereira, A. (2020), Relational operant skills training increases standardized matrices scores in adolescents: A stratified active-controlled trial, Journal of Behavioral Education.
McLoughlin, S., Tyndall, I., Mulhern, T., & Ashcroft, S. (2020), Technical notation as a tool for basic research in Relational Frame Theory, The Psychological Record, 69: 437-444.
Gladwin, T. E., Möbius, M., McLoughlin, S., & Tyndall, I. (2019), Anticipatory versus reactive spatial attentional bias to threat, British Journal of Psychology
, 110: 3-14.
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