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Contact

• workRoom C9 Psychology
  University Park
  Nottingham
  NG7 2RD
  UK
• Shiri.Einav@nottingham.ac.uk

Teaching Summary

Advanced Developmental Psychology (UG) - module convenor and lecturer.

Psychological Assessment (MSc) - module convenor and lecturer.

Year 2 Academic Guide

Research Project supervision (UG and MSc students)

I care passionately about offering our students a learning experience that is both supportive and challenging and currently co-ordinate the School's Psychology Learning and Teaching Enhancement (PLATE) group, which meets regularly to discuss and share best practice in teaching.

Research Summary

My research focuses primarily on children's social cognitive development. In particular, I am interested in children's selective social learning. Much of children's and adults' knowledge about the… read more

Recent Publications

• SHIRI EINAV, ALEXA SPENCE, LAURA E. R. BLACKIE, SARAH CASSIDY and HARRIET A. ALLEN, 2024. Psychology Learning & Teaching. 23(2), 224-234
• EINAV, S., LEVEY, A., PATEL, P. and WESTWOOD, A., 2020. British Journal of Developmental Psychology.
• EINAV, S., 2018. Social Development. 27, 73–86.
• EINAV, S., RYDLAND, V., GRØVER, V., ROBINSON, E. J. and HARRIS, P. L., 2018. Infant and Child Development. 27, e2102

• View all publications

Current Research

My research focuses primarily on children's social cognitive development. In particular, I am interested in children's selective social learning. Much of children's and adults' knowledge about the world is acquired indirectly from other people, rather than from direct experience. Our ability to benefit from the knowledge of others confers obvious advantages, but carries the risk that we will believe false claims (e.g., mistakes, lies). In order to balance effectively the benefits and risks of receiving information from other people, we need to be able to evaluate the likely truth of that information. The overarching aim of my current research is to examine how children master this task so that they remain open to reliable new information while filtering out unreliable testimony, thus optimising the social learning process. Examining children's critical thinking regarding information they encounter online is a key focus of my current research

• SHIRI EINAV, ALEXA SPENCE, LAURA E. R. BLACKIE, SARAH CASSIDY and HARRIET A. ALLEN, 2024. Psychology Learning & Teaching. 23(2), 224-234
• EINAV, S., LEVEY, A., PATEL, P. and WESTWOOD, A., 2020. British Journal of Developmental Psychology.
• EINAV, S., 2018. Social Development. 27, 73–86.
• EINAV, S., RYDLAND, V., GRØVER, V., ROBINSON, E. J. and HARRIS, P. L., 2018. Infant and Child Development. 27, e2102
• ELIZABETH J. ROBINSON and SHIRI EINAV, eds., 2014. Trust and Skepticism: Children's Selective Learning from Testimony. Psychology Press.
• CORRIVEAU, K. H., EINAV, S., ROBINSON, E. J. and HARRIS, P. L., 2014. British Journal of Developmental Psychology. 32(3), 345-358
• EYDEN, J., ROBINSON, E. J. and EINAV, S., 2014. British Journal of Developmental Psychology. 32(4), 430-439
• EINAV, S., 2014. PLoS ONE. 9(8),
• ROBINSON, E. J., NURMSOO, E. and EINAV, S., 2014. Does understanding about knowledge and belief influence children's trust in testimony?. In: ELIZABETH J. ROBINSON and SHIRI EINAV, eds., Trust and Skepticism: Children's selective learning from testimony Psychology Press. 42-55
• ROBINSON EJ, EINAV S and FOX A, 2013. Developmental psychology. 49(3), 505-13
• EINAV S, ROBINSON EJ and FOX A, 2013. Journal of experimental child psychology. 114(2), 262-74
• EYDEN J, ROBINSON EJ, EINAV S and JASWAL VK, 2013. Journal of Experimental Child Psychology. 116(3), 593-608
• NURMSOO, E., EINAV, S. and HOOD, B.M., 2012. Developmental Science. 15(3), 417-425
• EINAV, S. and ROBINSON, E.J., 2011. Psychological science. 22(10), 1250-3
• EINAV, S. and ROBINSON, E. J., 2010. COGNITIVE DEVELOPMENT. 25(3), 218-232
• NORBURY, C.F., BROCK, J., CRAGG, L., EINAV, S., GRIFFITHS, H. and NATION, K., 2009. Journal of Child Psychology and Psychiatry. 50(7), 834-842
• EINAV S and HOOD BM, 2008. Developmental psychology. 44(6), 1655-67
• BROCK, J., NORBURY, C., EINAV, S. and NATION, K., 2008. Cognition. 108(3), 896-904
• BROCK, J., EINAV, S. and RIBY, D., 2008. The other end of the spectrum? Social cognition in Williams syndrome. In: T. STRIANO and V. REID, eds., Social Cognition: Development, Neuroscience and Autism. Blackwell.
• EINAV S and HOOD BM, 2006. Developmental psychology. 42(1), 142-52