|My research specialism is in embodied and social cognition. My two main current research streams are
1) The social consequences of coordination. How moving in time with each other in rhythmic ways leads to pro-group behavior.
2) The link between Autism, Anthropomorphism and Theory of Mind. How individuals with autism may have a penchant for anthropomorphism and this may ameliorate typical ToM differences.
Aside from these I am also interested in social identity and social/embodied cognition more generally, in particular how online and virtual interactions may affect these things.
|BSc (Hons) Psychology, Lancaster University, 2012.
PhD Psychology, Leeds Beckett University, 2015.
Fellow of the Higher Education Academy Institutional Learning and Teaching Fellow, 2015.
|PSY1111: Introduction to Personality, Social and Developmental Psychology (Module Leader)
PSY1112: Introduction to Cognitive and Biological Psychology
PSY1109: Essential Skills in Applied Psychology
PSY1117: Real World Psychology
PSY2113: Social Psychology
PSY3142: Social Neuroscience
PSY3135: Psychology Dissertation
PSY3136: Reflections and Future Directions
|Dr Liam Cross
Department of Psychology
Edge Hill University
St Helen’s Road
Phone: 01695 657497
Email: Liam Cross
Office: LP 2.59
Full-text links of these publications are available on the Edge Hill University Research Information Repository
Atherton, G., & Cross, L. (In Press ). Gamification in autism: A review of the uses of analog and digital games in autism interventions. Frontiers in Psychology, 12, 3049.
Cross l., Whiteman, L., Ward, L., Atheron G. (In Press). Moving From Me to We: Interpersonal Coordinations Effects on Self-Construal. Open Psychology.
Connolly, T., Atherton, G., Cross, L., Piovesan, A., & Kaye, L. K. (2021). The wild west of measurement: Exploring problematic technology use cut off scores and their relation to psychosocial and behavioural outcomes in adolescence. Computers in Human Behavior, 106965. doi.org/10.1016/j.chb.2021.106965
Crossey, B. P., Atherton, G., & Cross, L. (2021). Lost in the crowd: Imagining walking in synchrony with a crowd increases affiliation and deindividuation. PloS one, 16(7), e0254017. doi.org/10.1371/journal.pone.0254017
Cross, L., Atherton G., (2021) Gamification in autism. A review of the use of analog and digital games in autism interventions (FIRAH)
Atherton G., Cross, L., (2021) Reading the mind in cartoon eyes: A cartoon version of the RME Psychological Reports, doi.org/0033294120988135.
Cross, L., Atherton, G., Sebanz, N. (2021) Intentional Synchronisation affects Automatic Imitation and Source Memory. Scientific Reports, 11, 573. . doi.org/10.1038/s41598-020-79796-9
Cross, L., Micheal, J., Wilsdon, L., Henson, H., Atherton G., (2020) Still want to help: Entrainments effects on helping behaviour after a 24-hour delay. Acta Psychologica. doi.org/10.1016/j.actpsy.2020.103062
Atherton G., Cross, L., (2020) Walking in my shoes: Imagined Synchrony Improves Attitudes Towards Outgroups. Psychological Studies. 1-9 doi.org/10.1007/s12646-020-00568-6
Hamlin, I., Taylor, P.J., Cross, L., MacInnes, K., van der Zee, S. (2020). A psychometric investigation into the structure of deception strategy use. Journal of Police and Criminal Psychology. doi.org/10.1007/s11896-020-09380-4
Cross, L. (2020). Walking In My Shoes. The Psychologist, Vol 33 (p24-27)
Cross, L. (2020) Walking in their shoes. The Conversation.
Cross, L. Faraha, M., Atherton, G. (2019). The animal in me: Enhancing emotion recognition in adolescents with autism using animal filters. Journal of Autism and Developmental Disorders. doi:10.1007/s10803-019-04179-7
Atherton, G., Sebanz, N., Cross, L. (2019). Imagine all the synchrony: Actual and imagined synchronous walking’s effects on attitudes towards marginalised groups. PlosOne, 14(5) e0216585. doi.10.1371/.02220264
Atherton G., Cross, L. (2019) Animal faux pas: Two legs good four legs bad for ToM, but not in the BAP. Journal of Genetic Psychology, 1-15. doi.10.1080/00221325.2019.1593100
Cross, L., Wilson, A. D., Golonka, S. (2019). I’ll just watch: The pro-social consequences of coordinated rhythmic movement towards non-movers. The Journal of Social Psychology. 1-15, doi.10.1080/00224545.2019.1623161
Cross, L., Atherton. G, Turgeon, M. (2019). How moving together binds us together: A Review of the socio-emotional effects of interpersonal entrainment. Open Psychology 1: 273-302. doi.10.1515-2018-0018
Cross, L., Turgeon, M., Atherton, G., (2019). Moving with the in-crowd: Interpersonal entrainment and cooperation in in vs. out -groups. Current psychology. 10. doi.10.1007/s12144-019-00283-0
Lynott, D., Walsh, M., McEnery, T., Connell, L., Cross, L., Marsh K. (2019). Are you what you read? Predicting implicit attitudes towards immigration based on linguistic distributional cues from newspaper readership. Frontiers In Psychlogy 10:842 doi:10.3389/2019.00842.
Atherton, G., Cross, L. (2018). Seeing more than human: Anthropomorphic theory of mind and autism. Frontiers in Psychology. 9:528. doi:10.3389/fpsyg.2018.00528.
Atherton, G., Lummis, B., Day, S. X., & Cross, L. (2018). What am I thinking? Perspective-taking from the perspective of adolescents with autism. Autism, 23(5), 1186-1200. doi.1362361318793409.
Cross, L., Atherton, G., Wilson, A. D., Golonka, S. (2017). Imagined steps: Can mental simulation of coordinated rhythmic movement affect pro-sociality? Frontiers in Psychology, 8, 1798. 10.3389, doi: 10.3389/fpsyg.2017.01798.
Cross, L., Wilson, A. D., Golonka, S. (2016). How moving together brings us together: When coordinated rhythmic movement affects cooperation. Frontiers in Psychology, 7:1983. doi:10.3389/fpsyg.2016.01983
Cross, L., Atherton, G. (2020). Autism, Theory of Mind and perspective taking in Board Games. Game in Lab. (€10’000)
Atherton, G., Cross, L. (2020). Part of your world. Exploring Autistic ToM in Virtual Reality. (Institute of Social Responsibility. (£1000)
Cross, L. Atherton, G., (2019). Coordinating in virtual reality. Joint Research Investment Fund (Edge Hill University) and Visiting Scholar Fund (Tohoku University) ($6000).
Cross, L. (2016). Utilizing digital technology to advance learning experience and outcomes in HE. Digital Ambassadors Grant. 2016 (£1000)