Reader in Cognitive Development
Director of the Cambridge Developing Cognition Laboratory
Fellow of Queens' College
Director of Studies for the Psychological and Behavioural Sciences (PBS) Tripos at Queens’ College
- cognitive development from infancy to middle childhood
- philosophical psychology
- language acquisition
Key and Recent Publications
Russell, J. (1975) The interpretation of conservation instructions by 5-year-old children. Journal of Child Psychology and Psychiatry, 16, 233-244.
Russell, J. (1979) The status of genetic epistemology. Journal for the Theory of Social Behaviour, 9, 53-71.
Russell, J. (1980) Action from knowledge and conditioned behaviour: Part one: the stratification of behaviour. Behaviourism, 8, 87-98.
Russell, J. (1980) Action from knowledge and conditioned behaviour: Part two: Criteria for epistemic behaviour. Behaviourism, 8, 133-148.
Russell, J. (1981) Action from knowledge and conditioned behaviour: Part three: The human case. Behaviourism, 9, 107-125.
Russell, J. (1987) "Can we say...?" Children's understanding of intensionality [sic]. Cognition, 25, 289-308.
Russell, J., Mauthner, N., Sharpe, S. & Tidswell, T. (1991) The 'windows task' as a measure of strategic deception in preschoolers and autistic subjects. British Journal of Developmental Psychology, 9, 331-349.
Russell, J. (1996) Agency: Its role in mental development. Hove: Erlbaum (UK), Taylor & Francis.
Bíró, S. and Russell, J. (2001) The role of arbitrary procedures in means-end behaviour in autism. Development and Psychopathology, 13, 96-108.
Russell, J. and Hill, E. J. (2001) Action-monitoring and intention reporting in children with autism. Journal of Child Psychology and Psychiatry, 42, 317-328.
Russell, J., Hill, E. J & Franco, F. (2001) The role of belief veracity in understanding intentions–in-action: Preschool children’s performance on the Transparent Intentions Task. Cognitive Development, 16, 775-792.
Russell, J. & Thompson, D. (2003) Memory development in the second year: For events or locations? Cognition, 87, B97-B105.
Russell, J. (2004) What is language development? Rationalist, Empiricist and Pragmatist approaches to the acquisition of syntax. Oxford: Oxford University Press.
Thompson, D. & Russell, J. (2004) The 'ghost condition': imitation versus emulation in toddlers' observational learning. Developmental Psychology, 40, 882-889.
Russell, J. (2007) Controlling core knowledge: conditions for the ascription of intentional states to self and others by children. Synthêse, 159, 167-196.
Clayton, N. S, & Russell, J. (2009) Looking for episodic memory in animals and young children: Prospects for a new minimalism. Neuropsychologia, 47, 2330-2340.
Russell, J., Alexis, D., & Clayton, N. (2010) Episodic future thinking in 3- to 5-year-old children: The ability to think of what will be needed from a different point of view. Cognition, 114, 56-71.
Russell, J, Cheke, L, Clayton, N. & Meltzoff, A. N. (2011) What can What-When- Where (WWW) binding tasks tell us about young children's episodic foresight? Theory and two experiments? Cognitive Development, 26, 356-370.
Russell, J. and Hanna, R. (2012) A minimalist approach to the development of episodic memory. Mind and Language, 27, (1) 29-54. Full-text PDF.
Russell, J., Gee, B. & Bullard, C. (2012) Why do young children hide by closing their eyes? Self-visibility and the developing concept of self. Journal of Cognition and Development, 13(4):550-576.