What was I doing before Do Something Different?
I was, and still am, an academic Professor of psychology. I have been in the academic world since finishing my PhD in 1997, lecturing and researching in psychology. In former lives I have also run businesses, raised kids and worked in PR and advertising.
Why did I join?
I co-founded Do Something Different with Ben (Fletcher) and a bunch of the brightest, most positive, committed and caring people I have ever met. How could I not join in and take this exciting movement forward?
What do I do?
I create the content for Do Something Different programmes. Principally this involves translating what we know works – in the field of cognitive, positive and neuro psychology – into small positive actions that can make a real difference to real people, helping them to be more behaviourally flexible so they can live happier and healthier lives. I also arrange the office flowers and hog the biscuit tin.
What do I most want to change in the world?
I want to create a resistance movement against the underlying forces in mainstream culture that insidiously push people towards unhealthy lifestyles, processed food, mediocrity, planet-destroying and unethical practices, consumerism and mindless telly. Life can be so much better than that.
What do I most want to change about me?
I see myself as a work in progress, so it’s less about change (self-acceptance is also important) and more about growth. I want to continue to grow, to love myself and others, and to learn something new every day.
What am I doing differently?
At the moment I’m baking my own bread and practicing Kundalini yoga. Not at the same time.
Show published worksPublished work
BOOKS AUTHORED
Pine, K.J. & Fletcher, B. (C). (2012). Flex: Do Something Different. How to use the other 9/10ths of your personality. UH Press.
PINE, K.J. & Fletcher, B. (C). (2011). Love Not Smoking: Do Something Different. London:Hay House
Huttenen, K., & PINE, K. J. (2011). Communication culture and gesture use. In (J. Toyota, & P. Hallonsten, Eds) Sense of Emptiness: Cognitive Perspectives. Cambridge Scholars Publishing.
PINE, K. J. & Gnessen, S. (2009). Sheconomics. London: Hodder Headline
Critten, S & Pine, K.J. (2009) Viewing spelling in a cognitive context: Underlying representations and processes. In C. Wood and V. Connelly (Eds) Contemporary perspectives on reading and spelling: New perspectives on learning and instruction: London: Routledge.
Pine K. J. (2005). Externalising Cognition: Going Beyond Children’s Words Invited chapter in F. Columbus, (Ed). Trends in Cognitive Psychology Research, New York: Nova Science Publishers.
Fletcher, B. (C)., Penman, D. & PINE, K.J. (2006). The No Diet Diet: Do Something Different. London: Orion Books
PINE, K. J. (1999). Theories of Cognitive Development. Chapter in S. Miller and D. Messer (Eds), Exploring Developmental Psychology. London: Arnold
Messer, D. J. & PINE, K. J. (2000). The effect of children’s representational level on peer interaction. In R. Joiner et al (Eds) Rethinking Collaborative Learning, London: Free Association Press.
Murphy and Pine, (2002) L2 influence on L1 linguistic representations, in V. Cook (Ed.) Effects of the second language on the first. Clevedon, UK: Multilingual Matters.
JOURNAL ARTICLES
Pine, K. J., & Fletcher, B (C) (2014). Time to shift brain channels to bring about effective changes in health behaviour. Perspectives in Public Health, January 2014, 134: 16-17, http://rsh.sagepub.com/content/134/1/16
Churchyard, J., Pine, K. J. Sharma, S., & Fletcher, B. (C) (2014). Same traits, different variance: Item-level variation within personality measures. Sage Open, Jan-Mar 2014, 1-11, DOI: 10.1177/2158244014522634
Gurney, D.J., Pine, K. J., & Wiseman, R. (2013). The gestural misinformation effect: skewing eyewitness testimony through gesture. American Journal of Psychology, 126, 3, 301–314
Critten, S. PINE, K.J. & Messer, D.J. (2013). Revealing children’s implicit spelling representations. British Journal of Developmental Psychology, 31, 2, pp 198-211
Kirk, E., Howlett, N. R., PINE, K. J. & Fletcher, B. (C). (2012). To Sign or not to Sign? The Impact of Encouraging Infants to Gesture on Infant Language and Maternal Mind-Mindedness. In press, Child Development. Published online 3 Oct 2012 DOI: 10.1111/j.1467-8624.2012.01874.x
Howlett, N. R., PINE, K. J., Orakçioglu, I., & Fletcher, B (C) (2012). The influence of clothing on first impressions: Rapid and positive responses to bespoke features in male attire. In press, Journal of Fashion Marketing and Management, 17, 1, pp. 38-48
Pine, K. J., Howlett, N., Reeves, L. M., & Fletcher , B. (2012). Giving cognition a helping hand: The effects of congruent gestures on object name retrieval. In press. British Journal of Psychology. Article first published online: 24 JAN 2012 DOI: 10.1111/j.2044-8295.2011.02098.x http://onlinelibrary.wiley.com/doi/10.1111/j.2044-8295.2011.02098.x/abstract
PINE, K. J., Kirk, E. & Fletcher, B. (C). (2012). The Remarkable Resilience of Gesture and Individual Differences in the Effect of Gesture Suppression on Children’s Speech. In press Journal of Nonverbal Behaviour
Huttunen, K., Pine, K. J., Thurnham, A, & Khan, C. (2012). The changing role of gesture in linguistic development: a developmental trajectory and a cross-cultural comparison between British and Finnish children. Journal of Psycholinguistic Research, 42, 1, 81-101. DOI: 10.1007/s10936-012-9205-7
PINE, K. J. & Fletcher B. (C), (2011). Women’s spending behaviour is menstrual cycle sensitive. Personality and Individual Differences, 50, 1, 74-78 http://dx.doi.org/10.1016/j.paid.2010.08.026
PINE, K. J. (2010). Seeking an alternative to medication for treating ADHD:
Is EEG Biofeedback the answer? Every Child Journal, 1, 4, pp. 29-32.
PINE, K. J., Gurney, D.J., & Fletcher, B. (C), (2010). The semantic specificity hypothesis: When gestures do not depend upon the presence of a listener. Journal of Nonverbal Behaviour, 34, 3, p.169. DOI: 10.1007/s10919-010-0089-7
Kirk, E., Pine, K. J. & Ryder, N. (2011). I hear what you say but I see what you mean: The role of gestures in children’s pragmatic comprehension. Language and Cognitive Processes, 26, 2, 149 -170.
Fletcher, B. (C), Hanson, J., Page, N. C., & PINE, K.J. (2010) Increasing behavioural flexibility leads to sustained weight loss. Swiss Journal of Psychology, 70 (1), 2011, 25-34.
Pine, K. J., Knott, T., & Fletcher B. (C). (2010) Teaching concept-salient gestures to children leads to learning gains. Enfance, 03, 355-368. http://www.necplus.eu/repo_A24CVAFn
Howlett, N. R., Kirk, E. S. & PINE, K. J. (2010) Does ‘Wanting the Best’ Create More Stress? The Link Between Baby Sign Classes and Maternal Anxiety. Infant and Child Development, DOI: 10.1002/icd.705
PINE, K. J, & Reeves, L. M., & Fletcher (revision invited). Giving the brain a helping hand: The effects of congruent gestures on object name retrieval. Gesture.
Kirk, E., Howlett, N. R., PINE, K. J. & Fletcher, B. (C). (under review) To Sign or not to Sign? The Impact of Encouraging Infants to Gesture on Infant Language and Maternal Mind-Mindedness, Child Development.
KIRK E & PINE K J (under review) Hands on mothering: Improving mother-infant communication in low socio-economic status families with gesture. Community Practitioner.
Critten, S. PINE, K.J. & Messer, D.J. (under review). Revealing children’s implicit spelling representations. Journal of Reading Research.
Gurney, D.J., PINE, K. J., Wiseman, R., & Williams, D. (submitted) Can hand gestures mislead eyewitnesses? Examining the responses and confidence of witnesses subjected to misleading gesturing.
PINE, K. J. & Kirk, E. (under review). The remarkable resilience of gesture and the effect of gesture suppression on children’s verbal fluency. Developmental Science.
PINE, K.J. (2009) Consumer kids: How TV advertisers get into the minds of children. Pediatrics for Parents, 25, 7/8, 17-18.
Nash, A. S., PINE, K.J., & Messer, D. J., (2009). Television alcohol advertising: do children really mean what they say? British Journal of Developmental Psychology. 27, 85-104.
Uprichard, S., Kupshik, G., Pine, K. J., & Fletcher B. (C) (2009). Dynamic assessment of learning ability improves outcome prediction following acquired brain injury. Brain Injury. 23, 4, 278-290.
PINE K J & Fletcher B C (2009). The tendency of pre-school children to count discrete physical objects. Educational Psychology, 29, 7, 801 – 813
Messer, D. J., PINE, K.J. & Butler, (2008). Children’s Cognitive Structures : Consistency or adaptability in cross-situational assessments? Learning and Instruction,18, 1, 41-53
PINE, K. J., Wilson, P. & Nash, A. S., (2007). The relationship between television advertising, children’s viewing and their requests to Father Christmas. Journal of Developmental and Behavioural Pediatrics, 28(6):456 – 461
PINE, K. J., Lufkin, N., & Messer, D. J. (2007). A microgenetic analysis of the relationship between speech and gesture in children: Evidence for semantic and temporal asynchrony. Language and Cognitive Processes, 22, 2, 234 – 246.
http://www.journalsonline.tandf.co.uk/link.asp?id=e82635409kuk0221
PINE, K. J. Bird, H. & Kirk, E. (2007). The effects of prohibiting gesture on children’s lexical retrieval ability. Developmental Science, 10, 6, 747-754.
Critten, S., PINE, K. J. & Steffler, D. (2007) Spelling development in young children: a case of Representational Redescription? Journal of Educational Psychology. 99, 1, 207 -220.
Fletcher, B. (C), Pine, K. J., Woodbridge,Z, Nash, A. (2007). How visual images of chocolate affect the craving and guilt of female dieters. Appetite, 48, 211-217.
Fletcher, B.(C), Hanson, J., Page, N. C., & PINE, K.J. (2007). A new behavioural intervention for tackling obesity. European Journal of Nutraceuticals and Functional Foods, 18. 5, pp. 8 – 9.
Flynn, E., PINE, K.J. & Lewis, C. (2007). Using the microgenetic method to investigate cognitive development: An introduction. Infant and Child Development, 15, 1-6.
Fletcher, B. (C), & PINE, K. J. (2006). Read my hands not my lips: Untrained observers’ ability to interpret children’s gestures. Semiotica, 158, 1, 4.
Flynn, E. PINE, K. J. & Lewis, C. (2006) The microgenetic method: Time for change? The Psychologist, 19, 3, 152 – 155.
Thurnham, A.J. & PINE, K. J. (2006). The effects of single and dual representations on children’s gesture production. Cognitive Development, 21, 1, 46 – 59.
PINE, K. J., Lufkin, N., & Messer, D. J. (2004). More gestures than answers: Children learning about balance. Developmental Psychology.40 (6) 1059-1067
PINE, K. J. & Nash, A. S. (2003). Barbie or Betty? Pre-school children’s preference for brands and evidence for gender-linked differences. Journal of Developmental and Behavioral Pediatrics, 24, 4, 219 – 224.
PINE, K. J. & Messer, D. J. (2003). The development of representations as children learn about balancing. British Journal of Developmental Psychology, 21, 2, 285 – 301.
PINE, K. J., & Veasey, T., (2003). Conceptualising and assessing young children’s knowledge of television advertising within a framework of implicit and explicit knowledge. Journal of Marketing Management, Special Issue: Marketing to Children, 19, Vol. 3-4, 459 – 473.
PINE, K. J. & Nash, A. S. (2002). Dear Santa: The effects of TV advertising on children. International Journal of Behavioural Development,26, 6, 529 – 539.
PINE, K. J., Messer, D. J., & St. John, K. (2002). Children’s learning from contrast modelling. Cognitive Development, 17 (2) 1249 -1263.
PINE, K. J. (2001). Children’s perceptions of body shape: A thinness bias in pre-adolescent girls and associations with femininity. Clinical Child Psychology and Psychiatry, 6, 4, 519 – 536.
PINE, K. J., Messer, D. J. & St. John, K. (2001). Children’s misconceptions in primary science: A survey of teachers’ views. Research in Science and Technology Education, 19, 1, 79 – 96.
PINE, K. J. & Messer, D. J. (2000). The effects of explaining another’s actions on children’s implicit theories of balance, Cognition and Instruction, 18, 1, 37 – 54.
PINE, K. J. & Messer, D. J. (1999). What children do and what children know: Looking beyond success using Karmiloff-Smith’s RR framework. New Ideas in Psychology, 17, 17-30.
PINE, K. J., Messer, D. J. & Godfrey, K. (1999). The teachability of children with naive theories: an exploration of the effects of two teaching methods. British Journal of Educational Psychology, June 1999, 69 (2) 201-211.
PINE, K. J. & Messer, D. J. (1998). Group collaboration effects and the explicitness of children’s knowledge. Cognitive Development, 13 (1), 109 – 126.
SELECTED CONFERENCE PAPERS
Gurney, D. J., & Pine, K. J. (2011) Can misleading hand gestures influence eyewitness testimony? British Psychological Society Annual Conference, Glasgow, 2011.
Pine., K. J. & Fletcher, B. (C). 2011. Off the couch: the Do Something Different approach to behaviour change. Psychology For All Conference 2011.
Pine, K. J. Kirk, E., & Howlett, N. R., (2010). Who needs Babysign? The effect of gesture on infant language development. British Psychological Society Developmental Section conference, Goldsmiths London, Sept. 2010.
Huttunen, K., Pine, K. & Thurnham, A. 2010. Cultural variation in children’s gesture use – British and Finnish children compared. Language, Culture and Mind, Turku 2010, (pp. 53-54). Online: http://web.abo.fi/fak/hf/fin/LCM4/LCM%202010%20ABSTRACTS.pdf
PINE, K. J., Fletcher, B. (C), & Reeves, L. (2009). Object naming is faster when accompanied by a congruent hand gesture. British Psychological Society Cognitive Section Conference, September 2009.
Khan, C., Sharp, R. & PINE, K. J., (2009). Development of a Tool to Assess Cognitive Ability in Children with Cerebral Palsy. British Psychological Society Cognitive Section Conference, September 2009.
Nasrin, F., & PINE, K.J. (2009). EEG biofeedback as an alternative treatment for the primary symptoms of ADHD. British Psychological Society Cognitive Section Conference, September 2009.
Gurney, D. J., & PINE, K.J. (2009). Can misleading hand gestures influence others? British Psychological Society Cognitive Section Conference, September 2009.
PINE, K. J. (2009). Gestures for learning: The effect of iconic gesturing on children’s acquisition of the concept of balance. Multimod, Toulouse, July 09.
KIRK, E., & PINE, K.J. (2009). The linguistic benefits and wider implications of encouraging gesture. Multimod, Toulouse, July 09.
PINE, K. J. 2009, Sheconomics: How women’s emotions cost them money. Paper presented to the British Psychological Society Annual Conference April 2009
PINE, K. J. & Morgan, C. (2008). A comparison of the gesture production of children with autism and typically developing children. British Psychological Society Developmental Section Conference, Oxford, 2008.
Khan, C. & PINE, K.J. (2008). Young children’s gestures: a u-shaped pattern of redescription into the adult form. British Psychological Society Developmental Section Conference, Oxford, 2008.
PINE, K.J., & Kirk, (2008). A longitudinal study investigating the early use of gestures with infants. World Infant Mental Health Conference, Japan, August 2008. Invited symposium speaker.
PINE, K. J., & Reeves, L. M. (2008). Does producing a congruent gesture facilitate object recognition and naming? British Psychological Society Annual Conference, Dublin, April 2008.
Kirk, E. & Pine, K.J. (2008) A longitudinal study investigating the impact on language development of encouraging infants to communicate using signs and gestures. The XXIX International Congress of Psychology. Berlin, Germany, July 2008.
Kirk, E. & Pine, K.J. (2008). Putting speech in context with the hands: The role of gesture in SLI children’s pragmatic comprehension. The XI International Congress for the Study of Child Language. Edinburgh, Scotland, July 2008.
Sharma, S., Fletcher, B. (C)., & PINE, K. J. (2008) FIT family functioning and adults with Autistic Spectrum Disorders, STAR, London, 2008.
Sharma, S., Fletcher, B. (C)., & PINE, K. J. (2007) Childhood Autistic Spectrum Disorders: A model for improving family functioning and coping. World Infant Mental Health Conference, Japan, August 2007.
Butler, C, PINE K.J, Messer D. (2007). A microgenetic analysis of children’s developing representations for the concept of balance. 13th European Conference on Developmental Psychology, Jena, Germany, August 2007
Butler C, PINE, K. J., Messer, D. (2007). Applying the RR model to concepts of numeracy – the One-to-One and Cardinality Principles. British Psychological Society Developmental Section Conference, Plymouth,
August 2007
Critten, S. PINE, K. J. & Messer, d. (2007). How do children develop explicit understanding of spelling and reading? British Psychological Society Developmental Section Conference, Plymouth, August 2007
PINE, K.J., & Kirk, E. (2007). Exploring the interpersonal and intrapersonal role of gesture. International Society for Gesture Studies Conference, Chicago, June 2007.
PINE, K. J. Children’s verbal and non-verbal representations of a balance task. Paper presented at the ESRC seminar Language and Space: Developmental Perspectives. City University, 18th May 2007. Invited speaker.
Sharma, S. & PINE, K.J. (2006) The role of gesture in language development: Why iconicity facilitates word learning. Poster presented at the British Psychological Society Developmental Section Conference, September 2006.
Wilson, P. & PINE, K.J. (2006). I saw it on TV: The effects of advertising on children. Poster presented at the British Psychological Society Developmental Section Conference, September 2006.
Butler, C., PINE, K.J., & Messer, D. J., (2006). The utility of conceptually and procedurally based teaching methods in children’s understanding of cardinality. Paper presented at the British Psychological Society Developmental Section Conference, September 2006.
PINE, K.J. (2006). How children’s gestures help them think, speak and learn. Presentation to the BPS Current Developments in Gesture Research Workshop,
University of Hertfordshire, June 2006.
Critten, S., PINE, K. J. & Messer, D. J. (2006) A new developmental approach for understanding spelling and reading representations: First report from a longitudinal study. Paper presented at the British Psychological Society Developmental Section Conference, September 2006.
Critten, S., PINE, K. J., Steffler, D. & Messer, D. J. (2006) Can children’s explanations of how they read and spell aid our understanding of spelling and reading representations? Poster presented at the 2nd international biennial conference of the Metacognition Special Interest Group (SIG 16) of the European Association of Research in Learning and Instruction (EARLI), University of Cambridge, July 19-21, 2006.
Kirk, E., PINE, K.J., & Ryder, N. (2006). The Contribution of Gesture to Pragmatic Comprehension of Specifically Language Impaired and Typically Developing Children. Paper presented at the British Psychological Society Developmental Section Conference, September 2006.
PINE, K. J. (2006). Children’s gestures: Who are they for? Paper presented at the British Psychological Society Developmental Section Conference, September 2006.
Nash, A. S., PINE, K. J.& Messer, D.J., (2006) Do drinkers of advertised alcoholic drinks have more fun? A child’s view. Paper presented at the British Psychological Society Developmental Section Conference, September 2006.
Messer, D. J. & PINE, K. J. (2006) Making Ideas Explicit, the Role of Social Processes. British Psychological Society Developmental Section Conference, September 2006.
PINE, K. J. (2006). How children’s gestures help them think, speak and learn. British Association of the Advancement of Science Festival, Norwich, September 2006. Invited speaker.
PINE, K. J. (2006) A word in the hand: What children’s gestures tell us about cognitive and linguistic processes. University of Oxford, Public Research Seminars, 13th February 2006. Invited speaker.
Kirk, E. & PINE, K. J. (2006) Verbal Imprecision as an indicator of children’s metacognition. Poster presented at the 2nd international biennial conference of the Metacognition Special Interest Group (SIG 16) of the European Association of Research in Learning and Instruction (EARLI), University of Cambridge, July 19-21, 2006.
Pine, K. J. & Kirk, E. (2005). Microgenetics and micro-behaviours: Non-verbal indicators of children’s cognitive and linguistic processes. Microgenetic Seminar, University of Hertfordshire, UK, Sept. 2005.
Butler, C. Pine, K. J. & Messer, D. (2005). A microgenetic investigation of children’s representations of the concept of balance. Microgenetic Seminar, University of Hertfordshire, UK, Sept. 2005.
Andrews, L., Fletcher, B. (C)., PINE, K. J. & Swanton, E. (2005) .Validation of the Person-Environment Stress Tool (PEST). Poster presented at the British Psychological Society Health Section Conference, Sept. 2005.
Butler, C., Pine, K & Messer, D. (2005). Children’s representations of the one-to-one counting principle. Paper presented at the British Psychological Society Developmental Section Conference, Edinburgh, UK, Sept. 2005.
Critten, S. Pine, K. & Besser, D. (2005) What is the nature of implicit understanding of spelling. Paper presented at the British Psychological Society Developmental Section Conference, Edinburgh, UK, Sept. 2005.
Critten, S. & PINE, K.J. (2005). Can children have implicit understanding of spelling?
Paper presented at the Microgenetic methods Seminar, University of Lancaster, March 2005.
Fletcher, B. (C), & PINE, K. J. (2005) Getting what you want in life: The FIT b-Flex ‘no-diet diet’. Presented at the Society for Research in Adult Development, Atlanta, USA, April 2005.
Kirk, E., & PINE, K. J., (2004). What can measures of verbal imprecision tell us about the relationship between speech and gesture? In Proceedings of the British Psychological Society, Volume 13, 1, p.45.
Messer, D. J., PINE, K.J. & Lufkin, N. L. (2005). Gestures and Cognitive Gains in Children with Specific Language Impairment. Paper presented at the Xth International Congress for the Study of Child Language. Berlin, July 2005.
Nash, A.S., Pine, K. J. & Messer, D. (2005). Long-terms influences on children’s views of alcohol: do television advertisements make a difference? Paper presented at the British Psychological Society Developmental Section Conference, Edinburgh, UK, Sept. 2005.
Messer, D. J., Butler, C. & PINE, K. J. (2004). Implicit representations about weight and distance. Paper presented at the British Psychological Society, Annual Conference, London, April 2004.
Critten, S. & PINE, K. J. (2003). Spelling development in young children: a case of Representational Redescription? Paper presented at the British Psychological Society Developmental Section Conference, Coventry, UK, Sept. 2003.
Messer, D. J., Butler, C. & PINE, K. J. (2003). Representations and behaviour concerning weight, distance and balancing. Paper presented at the British Psychological Society Developmental Section Conference, Coventry, UK, Sept. 2003.
Messer, D. J. & PINE, K.J. (2001). Implicit to explicit: Representations in children. Paper presented at the British Psychological Society Centenary Annual Conference, Glasgow, March 2001.
Messer, D., J. PINE, K. J. & Peters, L. (1997). The development of implicit and explicit representations: A summary of a research programme. Poster presented at the Society for Research in Child Development, Biennial Meeting, Washington D.C., April 1997.
Messer, D. J., PINE, K.J. & Godfrey, K.(1995). Modelling and guided participation with a balance beam task. Paper presented at the British Psychological Society Developmental Section Conference, Glasgow, September,1995. In Proceedings of the British Psychological Society, Vol. 4, No. 2, p. 81.
Murphy, V. A., Schelletter, C. & PINE, K. J. (2002). Effects of second language learning on first language linguistic representation. Paper presented at the AAAL Convention, Salt Lake City, Utah, USA, April 2002.
Murphy, V. A., Schelletter, C. & PINE, K. J. (2002). Do explicit representations give the bilingual child a metalinguistic advantage? Paper presented at the 2002 joint meeting of the Symposium on Research in Child Language Disorders and the International Congress for the Study of Child Language, Madison, USA, July, 2002.
Nash, A. S., Pine, K. J. & Messer, D. J. (2004). TV alcohol advertising and children’s verbal response: do they say what they mean? In Proceedings of the British Psychological Society, Volume 13, 1, p.46.
Nash, A. S., Pine, K. J. & Messer, D. J. (2003). Children’s perceptions of alcohol advertising: a developmental approach. Paper presented at the British Psychological Society Developmental Section Conference, Coventry, UK, Sept. 2003.
Nash, A. S., Pine, K. J. & Messer, D. J. (2003). A developmental approach to children’s understanding of alcohol advertising on television. Poster presented at the Child & Youth Health Congress, Vancouver, May 2003.
Nash, A. S., PINE, K. J. & Messer, D. J. (2002). Alcohol advertising on television and children: an analysis of the first data collection in a longitudinal study. Paper presented at the British Psychological Society Developmental Section Conference, Brighton, September 2002.
Nash, A., PINE, K. J. & Messer, D. J. (2001). Developing instruments to measure the effects of television advertising on children. Poster presented at the British Psychological Society Developmental & Education Sections’ Conference, Worcester, September 2001.
PINE, K. J. (2005b). Children’s gestures tell us more than words can say. Presented to the International Society for Gesture Studies conference, Lyon, June 2005.
PINE, K. J. (2005a). Look, no hands! How prohibiting children from gesturing affects cognitive change and lexical access. Paper presented at the Society for Research in Child Development Biennial meeting, Atlanta, April 2005. Invited symposium speaker.
PINE, K. J. (2003). Assessing children’s understanding of a balance task: Do untrained observers attend to gestures? Presented at Experimental Psychology Society Reading Meeting, July 2003.
PINE, K. J. & Bird, H. (2004). The Tip-of-the-Tongue effect in children: Do their gestures facilitate lexical access? Paper to be presented at Experimental Psychology Society Lancaster Meeting, July 2004.
PINE, K. J., Lufkin, N. & Messer, D.J. (2004). Assessing children’s non-verbal knowledge through their hand gestures. Paper presented at the British Psychological Society, Annual Conference, London, April 2004.
PINE, K. J., Lufkin, N. & Messer, D.J. (2003). Exploring the relationship between children’s speech and gestures on a balance task. Paper presented at the XIth European Conference on Developmental Psychology, Milan, Italy, August 2003.
PINE, K. J. & Siegler, R. S. (2003). The role of explanatory activity in increasing the generality of children’s thinking. Poster presented at the Society for Research in Child Development 70th Anniversary Meeting, Tampa, Florida, April 2003.
PINE, K. J. (2003). Television advertising and the pre-school child: Evidence for brand awareness and gender linked differences. Poster presented at the Child & Youth Health Congress, Vancouver, May 2003
PINE, K. J. (2002). Children’s implicit knowledge about television advertising. Paper presented at the British Psychological Society Developmental Section Conference, Sussex, September 2002.
PINE, K. J., & Lufkin, N. (2002). Children’s discordant gestures as a predictor of learning gains: Evidence from a balance beam study. Poster presented at the Euresco Conference, Brain Development and Cognition, Naples, June, 2002.
PINE, K. J. & Nash, A. S. (2001). The influence of television advertisements on children under seven. Paper presented at the British Psychological Society, Annual Conference, Glasgow, March 2001.
PINE, K. J. & Messer, D. J. (2001). Can contrast modelling promote children’s learning in domains other than language? Paper presented at the British Psychological Society Developmental and Education Sections’ Conference, Worcester, September 2001.
PINE, K.J. & Messer, D. (2000). Children’s Misconceptions in primary science: A survey of teachers’ views. Poster presented at the British Psychological Society Developmental Section Conference, Bristol, September 2000.
PINE, K. J. & Messer, D. (1999). Can children with naive theories benefit from observational learning? Poster presented at the Society for Research in Child Development Biennial Meeting, Albuquerque, April 1999.
PINE, K. J. & Messer, D. (1998) Great explanations: The role of language in children’s learning about balance. Paper presented at the British Psychological Society Developmental Section Conference, Loughborough, September, 1997. In Proceedings of the British Psychological Society, Vol. 6, No. 2, p. 90.
PINE, K. J. & Messer, D. J. (1997). Group collaboration effects and the explicitness of children’s knowledge. Paper presented at the British Psychological Society Developmental Section Conference, Oxford, September, 1996.In Proceedings of the British Psychological Society, Vol. 5, No. 2, p. 82.
PINE, K. J. & Messer, D. (1996). Getting the balance right about cognitive development. Poster presented at the British Psychological Society Annual Conference, Piaget-Vygotsky Centenary Event, Brighton, April 1996. In Proceedings of the British Psychological Society, Vol. 4, No. 2, p. 126.
PINE, K. J. & Messer, D. (1996). How did I do that? Implicit and explicit representations of children’s knowledge about a balance beam task. Paper presented at the British Psychological Society Developmental Section Conference, Glasgow, September, 1995. In Proceedings of the British Psychological Society, Vol. 4, No. 2, p. 82.
PINE, K. J. & Messer, D. (1995). Children’s changing representations of a balance beam task: A quasi-longitudinal study. Paper presented at the British Psychological Society London Conference, December, 1995. In Proceedings of the British Psychological Society, Vol. 4, No. 1, p. 62.
Simpson, J., Done, D.J. & Pine, K. J., (2001). The use of schemas in pre-schizophrenic children. Schizophrenia Research, 49 (1-2), 145-145 Sp. Iss. SI. Suppl, S. APR. 15 2001.
Steffler, D., Critten, S. & PINE, K.J. (2005). Understanding implicit and explicit spelling development in the context of Karmiloff-Smith’s Representational Redescription model. Paper to be presented at The Society for the Scientific Study of Reading, Toronto, Canada 2005.
Thurnham, A. & PINE, K. J. (2004). The effects of single and dual representations on children’s gesture production. In Proceedings of the British Psychological Society, Volume 13, 1, p.48.
Williamson, N., Murphy, V. A., PINE, K.J., & Schelletter, C., (2004). Do bilingual children have more explicit representations of ‘word’? To be presented at the British Psychological Society Developmental Section Conference, Leeds. September 2004.