Liz Pellicano

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Laura CraneProfessor of Autism Studies, University of BirminghamGeverifieerd e-mailadres voor bham.ac.uk
Lorcan KennyNHS EnglandGeverifieerd e-mailadres voor nhs.net
Tony CharmanKing's College LondonGeverifieerd e-mailadres voor kcl.ac.uk
David BurrProfessor of Physiological Psychology, University of Florence and CNR Neuroscience Institute, PisaGeverifieerd e-mailadres voor in.cnr.it
Gillian RhodesProfessor of Psychology, University of Western AustraliaGeverifieerd e-mailadres voor uwa.edu.au
Anna RemingtonUCL Institute of EducationGeverifieerd e-mailadres voor ucl.ac.uk
Vivian HillProgramme Director DEdPsy UCL Institute of EducationGeverifieerd e-mailadres voor ucl.ac.uk
Louise (Lenny) NeilUniversity College LondonGeverifieerd e-mailadres voor ucl.ac.uk
Catherine ManningUniversity of BirminghamGeverifieerd e-mailadres voor bham.ac.uk
Themis (Themelis) KaraminisDepartment of Psychology, City, University of LondonGeverifieerd e-mailadres voor city.ac.uk
Rozanna LilleyMacquarie UniversityGeverifieerd e-mailadres voor mq.edu.au
Murray MayberyUniversity of Western AustraliaGeverifieerd e-mailadres voor uwa.edu.au
Linda JefferySchool of Population Health, Curtin UniversityGeverifieerd e-mailadres voor curtin.edu.au
Felicity SedgewickSenior Lecturer in Psychology of Education, University of BristolGeverifieerd e-mailadres voor bristol.ac.uk
Louise EwingUniversity of East AngliaGeverifieerd e-mailadres voor uea.ac.uk
David R. BadcockHuman Vision Laboratory, School of Psychology, The University of Western AustraliaGeverifieerd e-mailadres voor uwa.edu.au
David Aagten-MurphyUniversity of CambridgeGeverifieerd e-mailadres voor cam.ac.uk
Jade DaviesUniversity of ManchesterGeverifieerd e-mailadres voor manchester.ac.uk
Marco TuriUniversity of SalentoGeverifieerd e-mailadres voor unisalento.it
Steven DakinProfessor of Visual Neuroscience at University of AucklandGeverifieerd e-mailadres voor auckland.ac.nz

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Liz Pellicano

Professor, University College London

Geverifieerd e-mailadres voor ucl.ac.uk - Homepage

Autism developmental science participatory approaches education


Titel Sorteren op citaties Sorteren op jaar Sorteren op titel	Geciteerd door Geciteerd door	Jaar
Which terms should be used to describe autism? Perspectives from the UK autism community L Kenny, C Hattersley, B Molins, C Buckley, C Povey, E Pellicano Autism 20 (4), 442-462, 2016	2271	2016
When the world becomes ‘too real’: a Bayesian explanation of autistic perception E Pellicano, D Burr Trends in cognitive sciences 16 (10), 504-510, 2012	1328	2012
What should autism research focus upon? Community views and priorities from the United Kingdom E Pellicano, A Dinsmore, T Charman Autism 18 (7), 756-770, 2014	1134	2014
Making the future together: Shaping autism research through meaningful participation S Fletcher-Watson, J Adams, K Brook, T Charman, L Crane, J Cusack, ... Autism 23 (4), 943-953, 2019	969	2019
Susceptibility to Ebbinghaus and Müller-Lyer illusions in autistic children: a comparison of three different methods C Manning, MJ Morgan, CTW Allen, E Pellicano Molecular autism 8, 1-18, 2017	651	2017
Links between theory of mind and executive function in young children with autism: clues to developmental primacy. E Pellicano Developmental psychology 43 (4), 974, 2007	530	2007
‘People should be allowed to do what they like’: Autistic adults’ views and experiences of stimming SK Kapp, R Steward, L Crane, D Elliott, C Elphick, E Pellicano, G Russell Autism 23 (7), 1782-1792, 2019	527	2019
Annual Research Review: Shifting from ‘normal science’to neurodiversity in autism science E Pellicano, J den Houting Journal of child psychology and psychiatry 63 (4), 381-396, 2022	444	2022
Abnormal global processing along the dorsal visual pathway in autism: a possible mechanism for weak visuospatial coherence? E Pellicano, L Gibson, M Maybery, K Durkin, DR Badcock Neuropsychologia 43 (7), 1044-1053, 2005	442	2005
‘Sometimes I want to play by myself’: Understanding what friendship means to children with autism in mainstream primary schools L Calder, V Hill, E Pellicano Autism 17 (3), 296-316, 2013	438	2013
Individual differences in executive function and central coherence predict developmental changes in theory of mind in autism. E Pellicano Developmental psychology 46 (2), 530, 2010	420	2010
Multiple cognitive capabilities/deficits in children with an autism spectrum disorder:“Weak” central coherence and its relationship to theory of mind and executive control E Pellicano, M Maybery, K Durkin, A Maley Development and psychopathology 18 (1), 77-98, 2006	420	2006
Gender differences in the social motivation and friendship experiences of autistic and non-autistic adolescents F Sedgewick, V Hill, R Yates, L Pickering, E Pellicano Journal of autism and developmental disorders 46, 1297-1306, 2016	377	2016
‘Something needs to change’: Mental health experiences of young autistic adults in England L Crane, F Adams, G Harper, J Welch, E Pellicano Autism 23 (2), 477-493, 2019	342	2019
Bridging autism, science and society: Moving toward an ethically informed approach to autism research E Pellicano, M Stears Autism research 4 (4), 271-282, 2011	330	2011
Views on researcher-community engagement in autism research in the United Kingdom: A mixed-methods study E Pellicano, A Dinsmore, T Charman PLoS One 9 (10), e109946, 2014	312	2014
The development of executive function in autism E Pellicano Autism research and treatment 2012 (1), 146132, 2012	290	2012
The relationship between intolerance of uncertainty, sensory sensitivities, and anxiety in autistic and typically developing children L Neil, NC Olsson, E Pellicano Journal of autism and developmental disorders 46, 1962-1973, 2016	272	2016
‘It’s different for girls’: Gender differences in the friendships and conflict of autistic and neurotypical adolescents F Sedgewick, V Hill, E Pellicano Autism 23 (5), 1119-1132, 2019	253	2019
Holistic processing of faces in preschool children and adults E Pellicano, G Rhodes Psychological Science 14 (6), 618-622, 2003	234	2003

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