Dr Paddy Ross, MA, MSc, PhD
My main research focus is understanding how we perceive social signals. Primarily I'm interested in emotion recognition from the body, hands and voice.
My current projects involve emotion recognition from the hands, investigating the ability of children and adults to recognise emotion from the human body, the development of the temporal voice areas in children and adolescents, and the development of the ability to recognise affect from short non-speech vocalisations in children and adolescents.
Department of Psychology
- Importance of the hands in emotion recognition
- Social interaction using point-light displays
- Emotion recognition from the body and voice
- Typical developmental trajectories of emotion recognition
- FMRI in children and adolescents
- Whitney, C, Ross, P, Zhou, Z & Strother, L (Submitted). A novel hypothesis for the original functionality of the Visual Word Form Area: Processing shape sequences. Neuropsychologia
- Ross, P., de Gelder, B., Crabbe, F. & Grosbras, M.-H. (Submitted). Emotion Modulation of Body-Selective Areas in the Developing Brain. Developmental Cognitive Neuroscience
- Ross, P & Flack, T (Submitted). Removing hand information specifically impairs emotion recognition from fearful and angry body stimuli. Quarterly Journal of Experimental Psychology
- Grosbras, M.-H., Ross, P. & Belin, P. (2018). Categorical emotion recognition from voice improves during childhood and adolescence. Scientific Reports 8(1): 14791.
- Ross, P. (2014). Body form and body motion processing are dissociable in the visual pathways. Frontiers in Psychology 5: 767.
- Ross, P., de Gelder, B., Crabbe, F. & Grosbras, M.-H. (2014). Body-selective areas in the visual cortex are less active in children than in adults. Frontiers in Human Neuroscience 8: 941.
- Ross, P., Polson, L. & Grosbras, M.-H. (2012). Developmental Changes in Emotion Recognition from Full-Light and Point-Light Displays of Body Movement. PLoS ONE 7(9): e44815.
- Steinmark, E (2013). The Pubertal Dip. Glasgow Insight into Science and Technology (2).