Shiri Einav

Contact

• workRoom C9 Psychology
  University Park
  Nottingham
  NG7 2RD
  UK
• work0115 84 67433
• Shiri.Einav@nottingham.ac.uk
• http://shirieinav.weebly.com

Teaching Summary

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

Psychological Assessment (MSc) - module convenor and lecturer.

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. Applied Scenarios: Embedding Psychological Literacy in Assessment Psychology Learning & Teaching. 23(2), 224-234
• EINAV, S., LEVEY, A., PATEL, P. and WESTWOOD, A., 2020. Epistemic vigilance online: Textual inaccuracy and children's selective trust in webpages British Journal of Developmental Psychology.
• EINAV, S., 2018. Thinking for themselves? The effect of informant independence on children’s endorsement of testimony from a consensus Social Development. 27, 73–86.
• EINAV, S., RYDLAND, V., GRØVER, V., ROBINSON, E. J. and HARRIS, P. L., 2018. Children’s trust in print: What is the impact of late exposure to reading instruction? 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. Applied Scenarios: Embedding Psychological Literacy in Assessment Psychology Learning & Teaching. 23(2), 224-234
• EINAV, S., LEVEY, A., PATEL, P. and WESTWOOD, A., 2020. Epistemic vigilance online: Textual inaccuracy and children's selective trust in webpages British Journal of Developmental Psychology.
• EINAV, S., 2018. Thinking for themselves? The effect of informant independence on children’s endorsement of testimony from a consensus Social Development. 27, 73–86.
• EINAV, S., RYDLAND, V., GRØVER, V., ROBINSON, E. J. and HARRIS, P. L., 2018. Children’s trust in print: What is the impact of late exposure to reading instruction? 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. To the Letter: Early Readers Trust Print-based over Oral Instructions to Guide Their Actions British Journal of Developmental Psychology. 32(3), 345-358
• EYDEN, J., ROBINSON, E. J. and EINAV, S., 2014. Children's Trust in Unexpected Oral versus Printed Suggestions: Limitations of the Power of Print British Journal of Developmental Psychology. 32(4), 430-439
• EINAV, S., 2014. Does the Majority Always Know Best? Young Children's Flexible Trust in Majority Opinion 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. Reading to learn: prereaders' and early readers' trust in text as a source of knowledge. Developmental psychology. 49(3), 505-13
• EINAV S, ROBINSON EJ and FOX A, 2013. Take it as read: origins of trust in knowledge gained from print. Journal of experimental child psychology. 114(2), 262-74
• EYDEN J, ROBINSON EJ, EINAV S and JASWAL VK, 2013. The power of print: Children's trust in unexpected printed suggestions. Journal of Experimental Child Psychology. 116(3), 593-608
• NURMSOO, E., EINAV, S. and HOOD, B.M., 2012. Best friends:children use mutual gaze to identify friendships in others Developmental Science. 15(3), 417-425
• EINAV, S. and ROBINSON, E.J., 2011. When being right is not enough: four-year-olds distinguish knowledgeable informants from merely accurate informants. Psychological science. 22(10), 1250-3
• EINAV, S. and ROBINSON, E. J., 2010. Children's sensitivity to error magnitude when evaluating informants COGNITIVE DEVELOPMENT. 25(3), 218-232
• NORBURY, C.F., BROCK, J., CRAGG, L., EINAV, S., GRIFFITHS, H. and NATION, K., 2009. Eye-movement patterns are associated with communicative competence in autistic spectrum disorders Journal of Child Psychology and Psychiatry. 50(7), 834-842
• EINAV S and HOOD BM, 2008. Tell-tale eyes: children's attribution of gaze aversion as a lying cue. Developmental psychology. 44(6), 1655-67
• BROCK, J., NORBURY, C., EINAV, S. and NATION, K., 2008. Do individuals with autism process words in context? Evidence from language-mediated eye-movements. 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. Children's use of the temporal dimension of gaze for inferring preference. Developmental psychology. 42(1), 142-52