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

Dr Rory T. Devine

School of Psychology
Assistant Professor in Developmental Psychology
Senior Admissions Tutor

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 (eds) 2021, Theory of Mind in Middle Childhood and Adolescence: Integrating Multiple Perspectives. 1st edn, Routledge. https://doi.org/10.4324/9780429326899

Article

NewFAMS Investigators 2022, 'Mothers’ and fathers’ executive function both predict emergent executive function in toddlerhood', Developmental Science. https://doi.org/10.1111/desc.13263

Li, W, Devine, RT, Ribner, A, Emmen, RAG, Woudstra, M-LJ, Branger, MCE, Wang, L, van Ginkel, J, Alink, LRA & Mesman, J 2022, 'The role of infant attention and parental sensitivity in infant cognitive development in the Netherlands and China', Journal of Experimental Child Psychology, vol. 215, 105324. https://doi.org/10.1016/j.jecp.2021.105324

Fujita, N, Devine, R & Hughes, C 2022, 'Theory of mind and executive function in early childhood: a cross cultural investigation', Cognitive Development, vol. 61, 101150. https://doi.org/10.1016/j.cogdev.2021.101150

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. https://doi.org/10.1111/sode.12552

Ribner, AD, Coulanges, L, Friedman, S, Libertus, ME, I-FAM-Covid Consortium, Hughes, C, Foley, S, Devine, R, Fink, E, Selby, A, Brocki, K, Frick, M, Badinlou, F, Feng, X, Chan, M, Slaughter, V, Clark, S, Su, Y, Wan, S, Lecce, S, Basile, C, Elliott, L & Silver, A 2021, 'Screen time in the Coronavirus 2019 era: international trends of increasing use among 3- to 7-year-old children ', Journal of Pediatrics, vol. 239, pp. 59. https://doi.org/10.1016/j.jpeds.2021.08.068

Białecka-Pikul, M, Stępień-Nycz, M, Szpak, 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

Lecce, S & Devine, RT 2021, 'Theory of mind at school: academic outcomes and the influence of the school context', Infant and Child Development. https://doi.org/10.1002/icd.2274

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

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 2021, Social interaction in early and middle childhood: the role of theory of mind. in H Ferguson & E Bradford (eds), The Cognitive Basis of Social Interaction Across the Lifespan. Oxford University Press, Oxford, pp. 47-69. <https://global.oup.com/academic/product/the-cognitive-basis-of-social-interaction-across-the-lifespan-9780198843290?q=The%20Cognitive%20Basis%20of%20Social%20Interaction%20Across%20the%20Lifespan&lang=en&cc=gb#>

Chapter

Devine, RT 2021, Individual differences in theory of mind in middle childhood and adolescence. in RT Devine & S Lecce (eds), Theory of Mind in Middle Childhood and Adolescence: Integrating Multiple Perspectives. 1st edn, Routledge, pp. 55-76. https://doi.org/10.4324/9780429326899-5

Conference contribution

Kovatchev, V, Smith, P, Lee, M & Devine, R 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), ACL-IJCNLP 2021 - 59th Annual Meeting of the Association for Computational Linguistics and the 11th International Joint Conference on Natural Language Processing, Proceedings of the Conference. vol. 1, Proceedings of the conference - Association for Computational Linguistics. Meeting, Association for Computational Linguistics, ACL, pp. 1196-1206, Joint Conference of the 59th Annual Meeting of the Association for Computational Linguistics and the 11th International Joint Conference on Natural Language Processing, ACL-IJCNLP 2021, Virtual, Online, 1/08/21. https://doi.org/10.18653/v1/2021.acl-long.96

Preprint

Kovatchev, V, Smith, P, Lee, M & Devine, R 2021 'Can vectors read minds better than experts? Comparing data augmentation strategies for the automated scoring of children's mindreading ability' arXiv. <https://arxiv.org/abs/2106.01635v1>

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