Anna Stone

Dr Anna Stone

Senior Lecturer

Cognition and Neuroscience Research Group

, School of Psychology

I am a senior lecturer in the School of Psychology. I teach on undergraduate and MSc programmes and my main interests are the Psychology of Belief (religion, politics, morals, the paranormal)  and reactions to people with facial disfigurement.    I am the programme leader for the BSc Psychology by Distance Learning programme. 

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OVERVIEW

My research interests fall into two main strands: (1) any aspects of paranormal, religious, moral, or political belief, (2) I also conduct research into the stereotypes attached to individuals with facial disfigurement and in the emotions and attitudes they invoke in the general public. 

CURRENT RESEARCH

I am interested in why people hold beliefs that are not subject to empirical validation, including moral values, religious or political beliefs or belief in the paranormal e.g., alien visitation, telepathy, pre-cognitive dreams, etc. 

I am also interested in how people react to individuals with facial disfigurement. My research has examined emotional responses, the assumptions we make about the skills and abilities of people with unusual faces, how our attention is focused, and how discrimination may arise in employment.  

I am currently carrying out research to create a new multi-dimensional questionnaire of belief in the unusual. This questionnaire will be useful to anyone in the field of paranormal belief and experience and will help to explore the origin and consequences of such belief.

I am also looking at the perceptual categorisation of facial disfigurement.

For this and other interesting online psychological research studies in which you can participate, please refer to this website.

PUBLICATIONS

Publications

  • Stone, A. & Potton, A. (2017) Emotional responses to disfigured faces and Disgust Sensitivity: An eye-tracking study. Journal of Health Psychology, DOI: 10.1177/1359105317692856.
  • Stone, A. (2016) Rational thinking and belief in psychic abilities: it depends on level of involvement. Psychological Reports, 118, 74-89.  Link
  • French, C.C. & Stone, A. (2014) Anomalistic Psychology: Exploring Paranormal Belief and Experience. Palgrave Macmillan.
  • Stone, A. & Potton, A. (2014) Emotional responses to disfigured faces: The influences of perceived anonymity, empathy, and disgust sensitivity. Basic and Applied Social Psychology, 36, 520-532. Link
  • Stone, A. (2013). An avowal of prior scepticism enhances the credibility of an account of a paranormal event. Journal of Language and Social Psychology, 33, 260-281. Link
  • Stone, A., & Wright, T. (2013). When your face doesn't fit: employment discrimination against people with facial disfigurements. Journal of Applied Social Psychology, 43(3), 515-526. doi:10.1111/j.1559-1816.2013.01032.x Link
  • Stone, A., Meade, C. & Watling, R. (2012) Peer-assisted learning in research methods and statistics. Psychology Teaching review, 18(2), 68-73.
  • Stone, A., & Wright, T. (2012). Evaluations of people depicted with facial disfigurement compared to those with mobility impairment. Basic and Applied Social Psychology, 34, 212-225. doi:10.1080/01973533.2012.674420
  • Stone, A. (2012). Centre-surround inhibition is a general aspect of famous-person recognition: evidence from negative semantic priming from clearly visible primes. Memory & Cognition, 40(4), 652-662. doi:10.3758/s13421-011-0176-y Link
  • Stone, A.M. (2011). Attentional effects of masked famous faces (but not names) and subjective evaluations of a target person. Perceptual & Motor Skills, 112(2), 451-476. doi:10.2466/07.22.PMS.112.2.451-476 Link
  • Stone, A.M. (2008). Categorical priming of famous person recognition: a hitherto overlooked methodological factor can resolve a long-standing debate. Cognition, 108(3), 874-880. doi:10.1016/j.cognition.2008.06.001 Link
  • Stone, A.M., & Valentine, T. (2007). Angry and happy faces perceived without awareness: a comparison with the affective impact of masked famous faces. European Journal of Cognitive Psychology, 19(2), 161-186. doi:10.1080/09541440600616390 Link
  • Stone, A.M., & Valentine, T. (2007). The categorical structure of knowledge for famous people (and a novel application of centre–surround theory). Cognition, 104(3), 535–564. doi:10.1016/j.cognition.2006.07.014 Link
  • Stone, A.M., & Valentine, T. (2005). Orientation of attention to non-consciously recognised famous faces. Cognition and Emotion, 19, 537–558. doi:10.1080/02699930441000409
  • Stone, A.M., & Valentine, T. (2005). Accuracy of familiarity decisions to famous faces perceived without awareness depends on attitude to the target person and on response latency. Consciousness and Cognition, 14(2), 351-376. doi:10.1016/j.concog.2004.09.002 Link
  • Stone, A.M., & Valentine, T. (2005). Strength of visual percept generated by famous faces perceived without awareness: effects of affective valence, response latency and visual field. Consciousness and Cognition, 14(3), 548-564. doi:10.1016/j.concog.2005.01.009 Link
  • Stone, A.M., & Valentine, T. (2004). Better the devil you know? Non-conscious processing of identity and affect of famous faces. Psychonomic Bulletin & Review, 11(3), 469-474. doi:10.3758/BF03196597 Link
  • Stone, A.M., & Valentine, T. (2003). Understanding provoked overt recognition in prosopagnosia: a modification to Morrison, Bruce and Burton (2001). Visual Cognition, 10, 1-6. doi:10.1080/713756670
  • Stone, A.M., & Valentine, T. (2003). Viewpoint: Perspectives on prosopagnosia and models of face recognition. Cortex, 39(1), 31-40. doi:10.1016/S0010-9452(08)70072-8 Link
  • Stone, A.M., Valentine, T., & Davis, R. (2001). Face recognition and emotional valence: processing without awareness by neurologically intact participants does not simulate covert recognition in prosopagnosia. Cognitive, Affective & Behavioural Neuroscience, 1(2), 183–191. doi:10.3758/CABN.1.2.183 Link

TEACHING

I am the programme leader for the BSc Psychology by Distance Learning

I am the Responsible Officer for the School of Psychology dealing with breaches of academic regulations.

I teach on the BSc Psychology and the MSc Psychology. I am the module leader for the modules PY6320 Anomalistic Psychology and PY6319 the Psychology of Belief, and I also teach topics in Cognitive Psychology at levels 4 and 5 (modules PY4103 and PY5203). I supervise undergraduate and post-graduate research projects.

BSc (Hons) Psychology

You will develop a good knowledge of the influences on, and factors involved in, human functioning in all the core areas of psychology.

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MSc Psychology

This is a conversion course for students with a first degree in another subject area. It means you could go on and train to be a professional psychologist – for example, by studying for a Doctorate in Clinical Psychology.

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MODULES

  • PY4103:  Introduction to Cognitive and Developmental Psychology
  • PY5203: Topics in Cognitive and Developmental Psychology
  • PY6319: The Psychology of Belief
  • PY6320: Anomalistic Psychology
  • PY6101 BSc project supervision
  • PY7155 MSc project supervision
  • PY7153 Conceptual and Historical issues in Psychology and Social Psychology