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Dr Anna Stone

Senior lecturer in the Psychological Sciences subject area. 

Cognition and Neuroscience Research Group, 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 programmer leader for the BSc Psychology by Distance Learning programme. 

    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. 


    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 our 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:




    • test


    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 & Potton, A. . 2017.

    Stone, A. (2016) Rational thinking and belief in psychic abilities: it depends on level of involvement. Psychological Reports, 118, 74-89.

    Stone, A. . 2016. 74-89.

    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.

    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.

    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

    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

    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

    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

    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

    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

    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

    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

    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

    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

    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


    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.

    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