Dr Jonathan Catling BSc, PGCE, PhD

Jonathan Catling

School of Psychology
Senior Lecturer
Deputy Director of UG Studies
Student Enhancement & Outreach

Contact details

School of Psychology
University of Birmingham
B15 2TT

Dr Jonathan Catling is a Senior Lecturer in Cognitive Psychology, and is an expert in research design and analysis.  His research interests cover the fields of language acquisition, especially the impact of the ‘Age of Acquisition’ of language on cognitive functions in later life, and of resilience and the impact of general mental health and state anxiety on cognitive functioning, information processing and academic attainment.


  • PhD (Birmingham)
  • PGCE (Cambridge)
  • BSc Psychology and Artificial Intelligence (Birmingham)


Dr Jonathan Catling completed a PhD at the University of Birmingham with Professor Bob Johnston investigating the locus of effect of ‘age of acquisition’ effects within a range of perceptual, semantic and phonological tasks. He then went on to a lectureship at the University of Worcester for over 6 years, before returning as a lecturer to the School of Psychology at the University of Birmingham in September 2011.


Dr Jonathan Catling leads and teaches Research Methods A and B


The focus of Dr Jonathan Catling’s research is in assessing the impact of the ‘Age of Acquisition’ of language on cognitive functions in later life. He is involved in the study of language and memory factors as predictors of Mild Cognitive Impairment and Dementia. He has also researched various topics involved with Learning and Teaching in psychology including predictors of student success.

Other activities

  • Manuscript reviewer for the journals Visual Cognition, the European Journal of Cognitive Psychology, Quarterly Journal of Experimental Psychology, Human Brain Mapping, Computers in human behavior and Psychology Teaching Review.
  • Grant reviewer for the ESRC and Higher Education Academy


Sample of recent publications

Robbins, A., Kaye,E., & Catling, J.C. (2018). Predictors of Resilience in female students: The impact of attachment quality. Psychology Teaching Review

Easey, K.E.,Catling, J.C., Kent, C., Crouch, C., Jackson, S., Munafò, M.R., & Attwood, A.S. (2018) State Anxiety and Information Processing in Healthy Volunteers: a 7.5% Carbon Dioxide Challenge Study. Psychonomic Bulletin and Review

Mugabe, C., Brug, P., & Catling, J.C. (2016). Cross-cultural difference in Academic motivation, Academic Self-esteem, and Upward Social Mobility within a student cohort. Psychology Teaching Review.

Edwards, T., Catling, J.C., & Parry, E. (2016) Identifying Predictors of Resilience in Students. Psychology Teaching Review.

Javid, H., Petkar, S., & Catling, J.C. How do Wider Participation Schemes such as the Access to Birmingham Scheme impact students’ education?  Journal of Further and   Higher Education.

Cheng, V., & Catling, J.C. (2015). The role of resilience, delayed gratification and stress in predicting academic performance. Psychology Teaching Review

Attwood, A.S., Catling, J.C., Kwong, A.S.F., & Munafò, M.R. (2015)Effects of 7.5% Carbon Dioxide (CO2) Inhalation and Ethnicity on Face Memory. Physiology & Behavior, 54.  

Catling, J.C., Mason, V.L., & Jones, T. (2013). Predictors of psychology undergraduate success. Psychology Teaching Review, 19, 31-37.

Catling, J., South, F., & Dent, K. (2013). The effect of Age of Acquisition on older individuals with and without cognitive impairments. The Quarterly Journal of Experimental   Psychology.


Ling, J., & Catling J.C. (2011). Psychology Express: Cognitive Psychology (Undergraduate Revision Guide)

View all publications in research portal