Dr Rory T. Devine Ph.D., C.Psychol., AFBPsS.

Dr Rory T. Devine

School of Psychology
Lecturer in Developmental Psychology

Contact details

Address
School of Psychology
University of Birmingham
Edgbaston
Birmingham
B15 2TT
UK

Dr Rory T. Devine is a developmental psychologist with expertise in children’s social and cognitive development, longitudinal research methods and psychometrics. His research focuses on individual differences in ‘higher-order’ cognitive skills from infancy to adulthood. His work seeks to understand: (1) why children differ from one another in their ability to reason about others’ minds (or ‘theory of mind’) and to control their own thoughts and actions (or ‘executive function’); and (2) what consequences variation in these domains has for social, behavioural and academic adjustment.

Qualifications

  • BSc (Hons) (University of Dublin, Trinity College, Ireland)
  • MPhil (University of Cambridge, United Kingdom)
  • PhD (University of Cambridge, United Kingdom)

Teaching

  • Introduction to Developmental Psychology

Postgraduate supervision

Dr Devine is interested in supervising PhD students in the following areas:
Cognitive Development, Social Development, Theory of Mind, Executive Function, Psychopathology, School Readiness, Parenting and Families, Peer Relationships, Longitudinal Methods, Individual Differences. Dr Devine's research uses advanced quantitative methods including confirmatory factor analysis, structural equation modelling, multi-level modelling and path analysis. He does not supervise projects using qualitative methods. Please email Dr Devine before making an application to discuss potential projects.

Research

Dr Rory T. Devine is a developmental psychologist with expertise in children’s social and cognitive development, longitudinal research methods and psychometrics. His research focuses on individual differences in social and cognitive skills from infancy to adulthood. His work seeks to understand: (1) why children differ from one another in their ability to reason about others’ minds (or ‘theory of mind’) and to control their own thoughts and actions (or ‘executive function’); and (2) what consequences variation in these domains has for social, behavioural and academic adjustment and well-being. Dr Devine is also interested in how children's social experiences at home (e.g., with parents, carers and siblings) and at school (e.g., with teachers and peers) impact on children's social and cognitive development. 

Other activities

Dr Devine is a Chartered Psychologist and Associate Fellow of the British Psychological Society. He is also a member of the Society for Research in Child Development.

Publications

Recent publications

Book

Devine, RT & Lecce, S 2021, Theory of Mind in Middle Childhood and Adolescence: Integrating Multiple Perspectives. 1st edn, Routledge. https://doi.org/10.4324/9780429326899

Article

IMAGINE-ID Consortium 2021, 'Childhood intellectual disability and parents' mental health: integrating social, psychological and genetic influences', British Journal of Psychiatry , vol. 218, no. 6, pp. 315-322. https://doi.org/10.1192/bjp.2020.38

Lecce, S, Ronchi, L & Devine, RT 2021, 'Mind what teacher says: Teachers' propensity for mental-state language and children's theory of mind in middle childhood.', Social Development.

Białecka-Pikul, M, Stępień-Nycz, M, Grygiel, P, Bosacki, S, Devine, RT & Hughes, C 2021, 'Theory of mind and peer attachment in adolescence', Journal of Research on Adolescence. https://doi.org/10.1111/jora.12630

Devine, RT & Apperly, I 2021, 'Willing and able? Theory of mind, social motivation and social competence in middle childhood and early adolescence', Developmental Science. https://doi.org/10.1111/desc.13137

Hughes, C, Devine, RT, Foley, S, Ribner, A, Mesman, J & Blair, C 2020, 'Couples becoming parents: trajectories for psychological distress and buffering effects of social support', Journal of Affective Disorders, vol. 265, pp. 372-380. https://doi.org/10.1016/j.jad.2020.01.133, https://doi.org/10.1016/j.jad.2020.01.133

McHarg, G, Ribner, A, Devine, RT & Hughes, C 2020, 'Infant screen exposure links to toddlers' inhibition, but not other EF constructs: A propensity score study', Infancy, vol. 25, no. 2, pp. 205. https://doi.org/10.1111/infa.12325

The NewFAMS Study Team 2020, 'Infant screen exposure links to toddlers’ inhibition, but not other EF constructs: a propensity score study', Infancy, vol. 25, no. 2, pp. 205-222. https://doi.org/10.1111/infa.12325

Chan, M, Wang, Z, Devine, R & Hughes, C 2020, 'Parental mental-state talk and false belief understanding in Hong Kong children', Cognitive Development, vol. 55, 100926. https://doi.org/10.1016/j.cogdev.2020.100926

McHarg, G, Ribner, AD, Devine, RT & Hughes, C 2020, 'Screen Time and Executive Function in Toddlerhood: A Longitudinal Study.', Frontiers in Psychology, vol. 11, pp. 2846. https://doi.org/10.3389/fpsyg.2020.570392

Hughes, C, Devine, RT, Mesman, J & Blair, C 2020, 'Understanding the terrible twos: a longitudinal investigation of the impact of early executive function and parent-child interactions', Developmental Science, pp. e12979. https://doi.org/10.1111/desc.12979

Chapter (peer-reviewed)

Kovatchev, V, Smith, P, Lee, M & Devine, RT 2021, Can vectors read minds better than experts? Comparing data augmentation strategies for the automated scoring of children’s mindreading ability. in C Zong, F Xia, W Li & R Navigli (eds), Proceedings of the 59th Annual Meeting of the Association for Computational Linguistics and the 11th International Joint Conference on Natural Language Processing (Volume 1: Long Papers). International Joint Conference on Natural Language Processing (IJCNLP), Association for Computational Linguistics, ACL, The Joint Conference of the 59th Annual Meeting of the Association for Computational Linguistics and the 11th International Joint Conference on Natural Language Processing , Bangkok, Thailand, 1/08/21. <https://arxiv.org/abs/2106.01635>

Lecce, S & Devine, RT 2020, Social interaction in early and middle childhood: The role of theory of mind. in H Ferguson, V Brunsdon & E Bradfor (eds), The Cognitive Basis of Social Interaction Across the Lifespan. Oxford University Press.

Kovatchev, V, Smith, P, Lee, M, Grumley Traynor, I, Luque Aguilera, I & Devine, RT 2020, What is on your mind? Automated scoring of mindreading in childhood and early adolescence. in D Scott, N Bel & C Zong (eds), Proceedings of the 28th International Conference on Computational Linguistics. International Committee on Computational Linguistics, Barcelona, Spain, pp. 6217, International Conference on Computational Linguistics , Barcelona, Spain, 8/12/20. https://doi.org/10.18653/v1/2020.coling-main.547

Chapter

Devine, RT 2021, Individual differences in theory of mind in middle childhood and adolescence. in Theory of Mind in Middle Childhood and Adolescence: Integrating Multiple Perspectives. 1st edn, Routledge, London, pp. 55.

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