We use a diverse range of methods but are unified by underlying quantitative literacy and rigorous approaches to design. Our researchers aim to translate empirical work to the applied sector to make it broadly accessible to both the psychological and educational communities. Our team includes social, cognitive, developmental, biological and educational psychologists. 

Areas of research interest include:

• Cognitive development, including humour, pretense, symbolism and socio-pragmatics
• Language development in typical and atypical development, in particular, individuals with Autism
• Language interventions and transition to schooling
• Educational partnerships to reduce inequality
• Prejudice, stereotyping and race
• Neuroscientific approaches for understanding education and learning

PASE centre members

We host monthly meetings for centre members to discuss day to day business, grant applications, papers, seminars, and other aspects of research. At Work in Progress sessions, centre members can present an idea, proposal, plans or drafts for a paper, or preliminary data from a project and get feedback from other members. In addition, we also provide specific support for early career researchers to help develop their trajectories. Our members contribute to the Bristol Conversations in Education seminar series, and host external speakers. We also host PASE Seminars across our subdisciplines.

Our team consists of an international group of researchers who regularly promote their work at national and international conferences. Many Centre members currently act as external examiners for UG and M-level degrees and doctoral theses, are editors and on the editorial board of journals, have had British Psychological Society (BPS) section board positions, and are regularly invited to give talks and keynotes. We support early career and junior staff in seeking out such opportunities and use a mentoring system to facilitate this.

Featured article

PASE member, Dr Elena Hoicka has published an article for the Conversation. The article focuses on the role of touchscreen on children's play and learning.