James Greville known as James
James received his BSc in physiology and psychology from Cardiff University in 2004. After working as a research assistant at Swansea University for a number of years, James returned to Cardiff to complete his PhD in psychology, awarded in 2012. James then worked as a lecturer for a number of years firstly in the College of Medicine at Swansea University and then in the Department of Psychology at Aberystwyth University before arriving at USW.
Dr James Greville is course lead for the BSc Psychology with Counselling programme and is the dissertations co-ordinator for all psychology undergraduate courses.
Greville, W.J., Buehner, M.J. & Johansen, M.K. (2020) Causing time: Evaluating causal changes to the when rather than the whether of an outcome. Memory & Cognition. https://doi.org/10.3758/s13421-019-01002-7
Monestès, J. L., Greville, W. J., & Hooper, N. (2017). Derived insensitivity: Rule-based insensitivity to contingencies propagates through equivalence. Learning and Motivation, 59, 55-63.
Reppa, I., Williams, K. E., Worth, E. R., Greville, W. J., & Saunders, J. (2017). Memorable objects are more susceptible to forgetting: Evidence for the inhibitory account of retrieval-induced forgetting. Acta Psychologica, 181, 51-61.
Greville, W. J., & Buehner, M. J. (2016). Temporal predictability enhances judgements of causality in elemental causal induction from both observation and intervention. Quarterly Journal of Experimental Psychology, 69(4), 678-697.
Greville, W. J., Dymond, S., & Newton, P. M. (2016). The student experience of applied equivalence-based instruction for neuroanatomy teaching. Journal of educational evaluation for health professions, 13:32.
Reppa, I., Greville, W. J., & Leek, E. C. (2015). The role of surface-based representations of shape in visual object recognition. Quarterly Journal of Experimental Psychology, 68(12), 2351-2369.
Allcoat, D., Greville, W. J., Newton, P. M., & Dymond, S. (2015). Frozen with fear: Conditioned suppression in a virtual reality model of human anxiety. Behavioural Processes, 118, 98-101.
Greville, W. J., Dymond, S., Newton, P. M., & Roche, B. (2014). Acquired equivalence and generalized suppression in a virtual reality environment. Learning & Behavior, 42(2), 123-130.
Greville, W. J., Cassar, A. A., Johansen, M. K., & Buehner, M. J. (2013). Structural awareness mitigates the effect of delay in human causal learning. Memory & Cognition, 41(6), 904-916.
Reppa, I., Worth, E. R., Greville, W. J., & Saunders, J. (2013). The representation of response effector and response location in episodic memory for newly acquired actions: Evidence from retrieval-induced forgetting. Acta Psychologica, 143(2), 210-217.
Greville, W. J., Newton, P. M., Roche, B., & Dymond, S. (2013). Conditioned suppression in a virtual environment. Computers in Human Behavior, 29(3), 552-558.
Greville, W. J., & Buehner, M. J. (2012). Assessing evidence for a common function of delay in causal learning and reward discounting. Frontiers in psychology, 3, 460.
Greville, W. J., & Buehner, M. J. (2010). Temporal predictability facilitates causal learning. Journal of Experimental Psychology: General, 139(4), 756-771.
Greville, W. J., & Buehner, M. J. (2007). The influence of temporal distributions on causal induction from tabular data. Memory & Cognition, 35(3), 444-453.
Experimental Psychology Society (EPS)
I am interested in associative, causal and relational learning, and how these process are implicated in mental health. I am particularly interested in the role of instruction and learning in the development of anxiety.
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