Dr Dan Carroll MA, PhD
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Address Email: d.carroll@sheffield.ac.uk |
Qualifications
MA (Oxon); PhD (Birmingham)
Research Interests
Executive development
The ability to think and act in a flexible manner is a fundamental part of human cognition. My main research interest focuses on the cognitive mechanisms that allow children to think and act flexibly, in particular looking at the development of inhibitory control during early childhood. I am interested in how other domains of cognitive development, including symbolic understanding and strategic reasoning, interact with executive skills.
Other research
I am involved in projects that investigate children's ability to think about counterfactual and hypothetical situations, and about real and possible events in both the future and the past. I am also involved in research looking at the executive processes involved in mental-state reasoning and stereotype processing in adults.
Teaching and administrative duties
I am the Director of Learning and Teaching for the Department of Psychology. I am also the module organiser for PSY333: Cognition in Infancy and Childhood. In addition I act as BPS liaison for the Department. I am a member of the Faculty of Science's Learning and Teaching Committee. I also sit on the Psychology Management Group, Psychology Teaching Committee and Undergraduate Staff-Student Committee.
Qualifications
MA (Oxon); PhD (Birmingham)
Current PhD Students
Lily FitzGibbon
Emma Blakey
Gemma Stephens
Aristea Ladas
Fatbardha Osmani
Publications
A list of key publications can be found below. For a full list of publications please click here
Journal articles
- Carroll DJ, Riggs KJ, Apperly IA, Graham K & Geoghegan C (2012) How do alternative ways of responding influence 3- and 4-year-olds' performance on tests of executive function and theory of mind?. Journal of Experimental Child Psychology.
- Apperly IA, Carroll DJ, Samson D, Humphreys GW, Qureshi A & Moffitt G (2010) Why are there limits on theory of mind use? Evidence from adults' ability to follow instructions from an ignorant speaker. Q J EXP PSYCHOL, 63(6), 1201-1217.
- Beck SR, Carroll DJ, Brunsdon VEA & Gryg CK (2010) Supporting children's counterfactual thinking with alternative modes of responding. Journal of Experimental Child Psychology.
- Apperly IA & Carroll DJ (2009) How do symbols affect 3-to 4-year-olds' executive function? Evidence from a reverse-contingency task. DEVELOPMENTAL SCI, 12(6), 1070-1082.