I am a Senior Lecturer in Psychology where I teach the following areas: Cognitive Psychology, Biological Psychology and Research Methods and Statistics.
On completing my PhD in 1997 at the University of Dundee I undertook a post-doctoral research position at the University of Sussex. In 2000 I then went on to work with Unilever R&D at Port Sunlight before taking up my first faculty position at the University of Chester in 2004. I commenced working at Sheffield Hallam University in March 2010. My teaching has in the past focused in the areas of cognitive psychology and biological psychology, at all levels including Masters. I am a Member of British Psychological Society (BPS), the Experimental Psychology Society (EPS) and a Fellow of the Higher Education Authority.
Social Sciences and Arts
2008 Higher Education Academy: Mini project Scheme (£6000). The role of reflection in enhancing academic skills: an empirical investigation.
Garnham, A., Oakhill, J., & Reynolds, D. (2017). Anaphoric Islands and Anaphoric Forms: The Role of Explicit and Implicit Focus. Discourse Processes, 55 (2), 197-205. http://doi.org/10.1080/0163853x.2017.1330033
Reynolds, D.J., Garnham, A., & Oakhill, J. (2006). Evidence of immediate activation of gender information from a social role name. Quarterly Journal of Experimental Psychology, 59 (5), 886-903. http://doi.org/10.1080/02724980543000088
Oakhill, J., Garnham, A., & Reynolds, D. (2005). Immediate activation of stereotypical gender information. Memory and Cognition, 33 (6), 972-983. http://doi.org/10.3758/BF03193206
Garnham, A., Oakhill, J., & Reynolds, D. (2002). Are inferences from stereotyped role names to characters' gender made elaboratively? Memory and Cognition, 30 (3), 439-446. http://doi.org/10.3758/BF03194944
Wilkes, A.L., & Reynolds, D.J. (1999). On certain limitations accompanying readers' interpretations of corrections in episodic text. Quarterly Journal of Experimental Psychology Section A: Human Experimental Psychology, 52 (1), 165-183. http://doi.org/10.1080/713755808
Theses / Dissertations
Hancock, R. (2016). The development of real-world and counterfactual-world inference generation abilities during adolescence. (Doctoral thesis). Supervised by Reidy, L., Morgan, J., & Reynolds, D.