Currently browsing: Items authored or edited by John T. E. Richardson https://orcid.org/0000-0002-6267-0603

367 items in this list.
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Alden Rivers, Bethany; Whitelock, Denise; Richardson, John T. E.; Field, Debora and Pulman, Stephen (2014). Functional, frustrating and full of potential: learners' experiences of a prototype for automated essay feedback. In: Kalz, Marco and Ras, Eric eds. Computer Assisted Assessment: Research into E-Assessment. Communications in Computer and Information Science (439). Cham, Switzerland: Springer, pp. 40–52.

Alden, Bethany; Van Labeke, Nicolas; Field, Debora; Pulman, Stephen; Richardson, John T. E. and Whitelock, Denise (2014). Using student experience as a model for designing an automatic feedback system for short essays. International Journal of e-Assessment, 4(1), article no. 68.

Alden Rivers, Bethany; Richardson, John T. E. and Price, Linda (2014). Promoting reflection in asynchronous virtual learning spaces: tertiary distance tutors’ conceptions. International Review of Research in Open and Distance Learning, 15(3) pp. 215–231.

Alden Rivers, B and Richardson, J. T. E. (2014). Unearthing learners’ beliefs about reflection to innovate business education for the 21st century. In: EDiNEB Conference Proceedings: Innovative Business Learning Design for 21st Century Learning. (Daly, P.; Reid, K. and Buckley, P. eds.), Kemmy Business School, Limerick.

Ashby, Alison; Richardson, John T. E. and Woodley, Alan (2011). National student feedback surveys in distance education: An investigation at the UK Open University. Open Learning: The Journal of Open and Distance Learning, 26(1) pp. 5–25.

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Braun, Edith; Woodley, Alan; Richardson, John T. E. and Leidner, Bernhard (2012). Self-rated competences questionnaires from a design perspective. Educational Research Review, 7(1) pp. 1–18.

Brennan, John; Edmunds, Robert; Houston, Muir; Jary, David; Lebeau, Yann; Osborne, Michael and Richardson, John T. E. (2010). Improving what is learned at university: An exploration of the social and organisational diversity of university education. London, UK: Routledge.

Brennan, J.; Brighton, R.; Moon, N.; Richardson, J.; Rindl, J. and Williams, R. (2003). Collecting and Using Student Feedback on Quality and Standards of Learning and Teaching in Higher Education (Report No. RD08/03). Higher Education Funding Council for England.

Barnett, Matthew P.; Newman, Howard W.; Richardson, John T. E.; Thompson, Pamela and Upton, Dominic (2000). The constituent structure of autobiographical memory: Autobiographical fluency in people with chronic epilepsy. Memory, 8(6) pp. 413–424.

Burton, E.; Remington, B; Richardson, J. T. E.; Riddoch, J.; Williamson, J. and Kaminska, Z. (1993). Increasing the perceived relevance of cognitive psychology. Psychology Teaching Review, 2 pp. 30–38.

Barry, C. and Richardson, J. T. E. (1988). Accounts of oral reading in deep dyslexia. In: Whitaker, H. A. ed. Phonological Processes and Brain Mechanisms. New York: Springer-Verlag.

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Chakrabarty, Anup Kumar; Richardson, John T. E. and Sen, Malay Kumar (2016). Validating the Course Experience Questionnaire in West Bengal higher secondary education. Studies in Educational Evaluation, 50 pp. 71–78.

Canellopoulou, Mary and Richardson, John T. E. (1998). The role of executive function in imagery mnemonics: evidence from multiple sclerosis. Neuropsychologia, 36(11) pp. 1181–1188.

Caplan, Paula J.; Crawford, Mary; Hyde, Janet Shibley and Richardson, John T. E. (1997). Gender Differences in Human Cognition. Oxford University Press.

Carroll, B.; Richardson, J. T. E. and Thompson, P. (1993). Olfactory Information Processing and Temporal Lobe Epilepsy. Brain and Cognition, 22(2) pp. 230–243.

Chew, E. I. and Richardson, J. T. E. (1980). The relationship between perceptual and memorial psychophysics. Bulletin of the Psychonomic Society, 16(1) pp. 25–26.

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Douglas, Heather E.; Rubin, Mark; Seevak, Jill; Southgate, Erica; Macqueen, Suzanne and Richardson, John T. E. (2020). Older women, deeper learning: Age and gender interact to predict learning approach and academic achievement at university. Frontiers in Education: Educational Psychology, 5, article no. 158.

Dye, L. and Richardson, J. T. E. (2000). Women, cognition and the menstrual cycle. In: Sherr, L. and St. Lawrence, J. S. eds. Women, Health and the Mind. Chichester: Wiley.

Denis, M.; Engelkamp, J. and Richardson, J. T. E. (1988). European contributions to research on imagery and cognition. In: Cognitive and Neuropsychological Approaches to Mental Imagery (Denis, M.; Engelkamp, J. and Richardson, J. T. E. eds.), Martinus Nijhoff, Dordrecht.

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Evans, Carol; Richardson, John T. E. and Waring, Michael (2013). Field independence: Reviewing the evidence. British Journal of Educational Psychology, 83 pp. 210–224.

Erling, Elizabeth J. and Richardson, John T. E. (2010). Measuring the academic skills of university students: evaluation of a diagnostic procedure. Assessing Writing, 15(3) pp. 177–193.

Edmunds, Robert and Richardson, John T. E. (2009). Conceptions of learning, approaches to studying and personal development in UK higher education. British Journal of Educational Psychology, 79(2) pp. 295–309.

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Field, Debora; Richardson, John T. E.; Pulman, Stephen; Van Labeke, Nicolas and Whitelock, Denise (2014). An exploration of the features of graded student essays using domain-independent natural language processing techniques. International Journal of e-Assessment, 4(1), article no. 69.

Field, Debora; Pulman, Stephen; Van Labeke, Nicolas; Whitelock, Denise and Richardson, John T. E. (2013). Did I really mean that? Applying automatic summarisation techniques to formative feedback. In: International Conference Recent Advances in Natural Language Processing, RANLP pp. 277–284.

Frith, C. D.; Richardson, J. T. E.; Samuel, M.; Crow, T. J. and McKenna, P. J. (1984). The effects of intravenous diazepam and hyoscine upon human memory. The Quarterly Journal of Experimental Psychology Section A, 36(1) pp. 133–144.

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Godwin, Stephen J.; Thorpe, Mary S. and Richardson, John T. E. (2008). The impact of computer-mediated interaction on distance learning. British Journal of Educational Technology, 39(1) pp. 52–70.

Ghiaci, Golshad and Richardson, John T. E. (1980). The Effects of Dramatic Play upon Cognitive Structure and Development. The Journal of Genetic Psychology, 136(1) pp. 77–83.

Gralton, M. A.; Hayes, Y. A. and Richardson, J. T. E. (1979). Introversion-extraversion and mental imagery. Journal of Mental Imagery, 3 pp. 1–10.

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Higham, Jeff and Richardson, John T. E. (2021). Corrigendum to “The use of Latin-square designs in educational and psychological research” [Educational Research Review 24 (2018) 84–97]. Educational Research Review, 32, article no. 100378.

Hosein, Anesa; Aczel, James; Clow, Doug and Richardson, John T. E. (2008). Mathematical thinking of undergraduate students when using three types of software. In: The 11th International Congress on Mathematics Education, 06-13 Jul 2008, Monterrey, Mexico.

Hosein, Anesa; Aczel, James; Clow, Doug and Richardson, John T. E. (2008). Comparison of black-box, glass-box and open-box software for aiding conceptual understanding. In: Proceedings of the 32nd Annual Conference of the International Group for the Psychology of Mathematics Education (PME 32), 17-21 Jul 2008, Morelia, Mexico.

Hosein, Anesa; Aczel, James; Clow, Doug and Richardson, John T. E. (2007). Technology - Empowering the Educational Researcher through Remote Observation. In: Computer Assisted Learning (CAL '07), 26-28 Mar 2007, Trinity College Dublin, Ireland.

Hosein, Anesa; Aczel, James; Clow, Doug and Richardson, John T. E. (2007). An Illustration of Students’ Engagement with Mathematical Software using Remote Observation. In: 31st Conference of the International Group for the Psychology of Mathematics Education, 8-13 Jul 2007, Seoul.

Hambleton, Ian R.; Foster, William H. and Richardson, John T. E. (1998). Improving student learning using the personalised system of instruction. Higher Education, 35(2) pp. 187–203.

Hayes, Kay; King, Estelle and Richardson, John T. E. (1997). Mature Students in Higher Education: III. Approaches to studying in Access students. Studies in Higher Education, 22(1) pp. 19–31.

Hayes, Kay and Richardson, John E. (1995). Gender, subject and context as determinants of approaches to studying in higher education. Studies in Higher Education, 20(2) pp. 215–221.

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Jelfs, Anne and Richardson, John T. E. (2013). The use of digital technologies across the adult life span in distance education. British Journal of Educational Technology, 44(2) pp. 338–351.

Jelfs, Anne and Richardson, John T. E. (2010). Perceptions of academic quality and approaches to studying among disabled students and nondisabled students in distance education. Studies in Higher Education, 35(5) pp. 593–607.

Jelfs, Anne; Richardson, John T. E. and Price, Linda (2009). Student and tutor perceptions of effective tutoring in distance education. Distance Education, 30(3) pp. 419–441.

Jelfs, Anne; McDonald, Janet; Price, Linda; Richardson, John T. E. and Cannell, Pete (2007). 'Am I still doing a good job?': Conceptions of tutoring in distance education. In: Rust, Chris ed. Improving Student Learning Through Teaching. Oxford, UK: Oxford Centre for Staff and Learning Development.

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King, Roger; Locke, William; Puncher, Mark; Richardson, John T. E. and Verbik, Line (2008). Counting What Is Measured or Measuring What Counts? League Tables and Their Impact On Higher Education Institutions in England. Higher Education Funding Council for England, Bristol, UK.

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Little, Brenda; Locke, William; Parker, Jan and Richardson, John (2007). Excellence in teaching and learning: A review of the literature for the Higher Education Academy. Higher Education Academy, UK.

Lawless, Clive and Richardson, John T. E. (2004). Monitoring the experiences of graduates in distance education. Studies in Higher Education, 29(3) pp. 353–374.

Lawless, Clive and Richardson, John T. E. (2002). Approaches to studying and perceptions of academic quality in distance education. Higher Education, 44(2) pp. 257–282.

Longoni, A. M.; Richardson, J. T. E. and Aiello, A. (1993). Articulatory rehearsal and phonological storage in working memory. Memory & Cognition, 21(1) pp. 11–22.

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Martins, Maria João; Reis Marques, Tiago; Laíns, Inês; Leal, Inês; Pessanha, Inês; Brochado, Bruno; Oliveira Santos, Manuel; Pinto Teixeira, Pedro; Fernandes, Diogo Hipólito; Silva, João Carlos; Sampaio, Filipa Almeida; Brandão, Mariana; Morais, Inês; Laranjinha, Inês; Teixeira, Nelson; Fernandes, Tiago; Carneiro, Diogo; Calvão, Joana; Pratas, Miguel; Palmela, Carolina; Lima, António; Pires, Guilherme; Reis, Joel; Raimundo, Miguel; Afonso, Raquel Rocha; Costa e Silva, Miguel; Quintas, Catarina; Rodrigues, Tiago M.; Coelho, Nuno Henriques; Ramos, Sónia Afonso; Policiano, Catarina; Rato, Catarina; Faria, Daniel Candeias; Lopes, Alice; Rodrigues, Joana Ramos; Ferreira, Afonso Nunes; Costeira, Filipa de Sousa; Marques, Renata; Cordeiro, Hugo and Richardson, John T. E. (2019). The National Student Survey: validation in Portuguese medical students. Assessment & Evaluation in Higher Education, 44(1) pp. 66–79.

Marschark, Marc; Richardson, John T. E.; Sapere, Patricia and Sarchet, Thomastine (2010). Approaches to teaching in mainstream and separate postsecondary classrooms. American Annals of the Deaf, 155(4) pp. 481–487.

Makoe, Mpine; Richardson, John T. E. and Price, Linda (2008). Conceptions of learning in adult students embarking on distance education. Higher Education, 55(3) pp. 303–320.

Marschark, Marc; Richtsmeier, Lynda M.; Richardson, John T. E.; Crovitz, Herbert F. and Henry, Jacqueline (2000). Intellectual and emotional functioning in college students following mild traumatic brain injury in childhood and adolescence. Journal of Head Trauma Rehabilitation, 15(6) pp. 1227–1245.

Mazuro, C.; Norton, L.; Hartley, J.; Newstead, S. and Richardson, J. T. E. (2000). Practising what you preach? Lecturers’ and students’ perceptions of teaching styles. Psychology Teaching Review, 9 pp. 91–102.

Meyer, J. H. F.; Dunne, T. T. and Richardson, John T. E. (1994). A gender comparison of contextualised study behaviour in higher education. Higher Education, 27(4) pp. 469–485.

Mayromatis, A. and Richardson, J. T. E. (1985). The nature and function of hypnagogic imagery. In: Imagery 1: Proceedings of the 1st International Imagery Conference (Marks, D. F. and Russell, D. G. eds.), Human Performance Associates, Dunedin.

Mayromatis, A. and Richardson, J. T. E. (1984). Hypnagogic imagery. In: Sheikh, A. ed. International Review of Mental Imagery, Volume 1. New York: Human Sciences Press.

Murray, L. A. and Richardson, J. T. E. (1984). Intelligent Knowledge-Based Systems: UK Social Science Inputs. Economic & Social Research Council.

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Nguyen, Quan; Rienties, Bart and Richardson, John T. E. (2020). Learning analytics to uncover inequality in behavioural engagement and academic attainment in a distance learning setting. Assessment & Evaluation in Higher Education, 45(4) pp. 594–606.

Norton, Lin; Richardson, John T. E.; Hartley, James; Newstead, Stephen and Mayes, Jenny (2005). Teachers’ beliefs and intentions concerning teaching in higher education. Higher Education, 50(4) pp. 537–571.

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Owens, A. C. and Richardson, J. T. E. (1979). Mental imagery and pictorial memory. British Journal of Psychology, 70(4) pp. 497–505.

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Price, Linda; Svensson, Ingrid; Borell, Jonas and Richardson, John T. E. (2017). The Role of Gender in Students' Ratings of Teaching Quality in Computer Science and Environmental Engineering. IEEE Transactions on Education, 60(4) pp. 281–287.

Price, Linda; Kirkwood, Adrian and Richardson, John T. E. (2016). Mind the gap: the chasm between research and practice in teaching and learning with technology. In: Case, Jennifer M. and Huisman, Jeroen eds. Researching Higher Education: International perspectives on theory, policy and practice. Society for Research into Higher Education (SRHE) Series. London: Routledge, pp. 227–245.

Price, Linda; Richardson, John T. E.; Robinson, Bernadette; Ding, Xia; Sun, Xiaoling and Han, Cuiling (2011). Approaches to studying and perceptions of the academic environment among university students in China. Asia Pacific Journal of Education, 31(2) pp. 159–175.

Price, Linda; Richardson, John T. E. and Jelfs, Anne (2007). Face-to-face versus online tutoring support in distance education. Studies in Higher Education, 32(1) pp. 1–20.

Price, Linda and Richardson, John T. E. (2004). Why is it difficult to improve student learning? In: Rust, Chris ed. Improving Student Learning: Theory, Research and Scholarship. Oxford, UK: Oxford Centre for Staff and Learning Development.

Price, Linda and Richardson, John T. E. (2003). Meeting the Challenge of Diversity: a cautionary tale about learning styles. In: Rust, C. ed. Proceedings of the 2002 10th International Symposium of Improving Student Learning, Improving Student Learning Theory and Practice - 10 Years On. Oxford, UK: The Oxford Centre for Staff & Learning Development, pp. 285–295.

Prescott, J. Helen; Richardson, John T. E. and Gillespie, Christopher R. (1990). Cognitive function in diabetes mellitus: The effects of duration of illness and glycaemic control. British Journal of Clinical Psychology, 29(2) pp. 167–175.

Pollard, P. and Richardson, J. T. (1987). On the probability of making Type I errors. Psychological Bulletin, 102(1) pp. 159–163.

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Richardson, John T. E. (2022). The Legibility of Serif and Sans Serif Typefaces: Reading from Paper and Reading from Screens. SpringerBriefs in Education. Cham: Springer.

Richardson, John T. E. (2021). Muriel Bristol Roach: A corrigendum. Significance, 18(6) pp. 46–47.

Richardson, John T. E. (2021). A closer look at the lady tasting tea. Significance, 18(5) pp. 34–37.

Richardson, John T. E.; Mittelmeier, Jenna and Rienties, Bart (2020). The role of gender, social class and ethnicity in participation and academic attainment in UK higher education: an update. Oxford Review of Education, 46(3) pp. 346–362.

Richardson, John T. E. (2019). Who introduced Western mathematicians to Latin squares? British Journal for the History of Mathematics, 34(2) pp. 95–103.

Richardson, John T. E. (2018). Understanding the Under-Attainment of Ethnic Minority Students in UK Higher Education: The Known Knowns and the Known Unknowns. In: Arday, Jason and Mirza, Heidi Safia eds. Dismantling Race in Higher Education: Racism, Whiteness and Decolonising the Academy. London: Palgrave Macmillan, pp. 87–102.

Richardson, John T. E. (2018). The use of Latin-square designs in educational and psychological research. Educational Research Review, 24 pp. 84–97.

Richardson, John T. E. (2018). Friedman Test. In: Frey, Bruce B. ed. The SAGE Encyclopedia of Educational Research, Measurement, and Evaluation. SAGE Publications, pp. 709–712.

Richardson, John T. E. (2018). Kruskal–Wallis Test. In: Frey, Bruce B. ed. The SAGE Encyclopedia of Educational Research, Measurement, and Evaluation. SAGE Publications, pp. 937–939.

Richardson, John T. E. (2018). Kurtosis. In: Frey, Bruce B. ed. The SAGE Encyclopedia of Educational Research, Measurement, and Evaluation. SAGE Publications, pp. 940–942.

Richardson, John T. E. (2018). Latin Square Design. In: Frey, Bruce B. ed. The SAGE Encyclopedia of Educational Research, Measurement, and Evaluation. SAGE Publications, p. 949.

Richardson, John T. E. (2018). Mann-Whitney Test. In: Frey, Bruce B. ed. The SAGE Encyclopedia of Educational Research, Measurement, and Evaluation. SAGE Publications, pp. 1005–1008.

Richardson, John T. E. (2018). Median Test. In: Frey, Bruce B. ed. The SAGE Encyclopedia of Educational Research, Measurement, and Evaluation. SAGE Publications, pp. 1043–1045.

Richardson, John T. E. (2017). Student Learning in Higher Education: a Commentary. Educational Psychology Review, 29(2) pp. 353–362.

Richardson, John T. E. (2017). Academic attainment in students with autism spectrum disorders in distance education. Open Learning: The Journal of Open and Distance Learning, 32(1) pp. 81–91.

Richardson, John T. E. and Kirkwood, Adrian (2017). Informal learning in the workplace: Approaches to learning and perceptions of the context. In: Huisman, Jeroen and Tight, Malcolm eds. Theory and Method in Higher Education Research, Volume 3. International Perspectives in Higher Education Research. London: Emerald Publishing, pp. 249–268.

Richardson, John T. E. (2016). Face-to-Face Versus Online Tutorial Support in Distance Education: Preference, Performance, and Pass Rates in Students with Disabilities. Journal of Postsecondary Education and Disability, 29(1) pp. 83–90.

Richardson, John T. E. and Sun, Haoda (2016). Approaches to studying among international students from China. In: Jindal-Snape, Divya and Rienties, Bart eds. Multi-dimensional Transitions of International Students to Higher Education. New Perspectives on Learning and Instruction. London: Routledge, pp. 106–122.

Richardson, John T. E. (2015). Academic attainment in students with dyslexia in distance education. Dyslexia, 21(4) pp. 323–337.

Richardson, John T. E. (2015). Academic Attainment in Students with Mental Health Difficulties in Distance Education. International Journal of Mental Health, 44(3) pp. 231–240.

Richardson, John T. E. (2015). Approaches to Learning or Levels of Processing: What Did Marton and Säljö (1976a) Really Say? The Legacy of the Work of the Göteborg Group in the 1970s. Interchange, 46(3) pp. 239–269.

Richardson, John T. E. and Jelfs, Anne (2015). Access and attitudes to digital technologies across the adult lifespan: evidence from distance education. In: Rosen, Larry D.; Cheever, Nancy and Carrier, L. Mark eds. The Wiley Blackwell Handbook of Psychology, Technology and Society. Chichester: Wiley-Blackwell, pp. 89–104.

Richardson, John T. E. (2015). The under-attainment of ethnic minority students in UK higher education: what we know and what we don’t know. Journal of Further and Higher Education, 39(2) pp. 278–291.

Richardson, John T. E. (2015). Coursework versus examinations in end-of-module assessment: a literature review. Assessment & Evaluation in Higher Education, 40(3) pp. 439–455.

Richardson, John T. E.; Alden Rivers, Bethany and Whitelock, Denise (2015). The role of feedback in the under-attainment of ethnic minority students: evidence from distance education. Assessment & Evaluation in Higher Education, 40(4) pp. 557–573.

Richardson, John T. E. (2015). Academic attainment in visually impaired students in distance education. British Journal of Visual Impairment, 33(2) pp. 126–137.

Richardson, John T. E. (2015). Academic attainment in deaf and hard-of-hearing students in distance education. Open Learning, 30(2) pp. 164–177.

Richardson, John T. E. and Remedios, Richard (2014). Achievement goals, approaches to studying and academic achievement. In: Gijbels, David; Donche, Vincent; Richardson, John T. E. and Vermunt, Jan D. eds. Learning patterns in higher education: Dimensions and research perspectives. New Perspectives on Learning and Instruction. London: Routledge, pp. 125–140.

Richardson, John T. E. (2014). Critical synthesis package: experiences of teaching and learning questionnaire (ETLQ). MedEdPORTAL Publications; 10:9857.

Richardson, John T. E. (2014). Academic attainment of students with disabilities in distance education. Journal of Postsecondary Education and Disability, 27(3) pp. 291–305.

Richardson, John T. E. (2014). Letter to the Editor and Author’s Response: Comment on Frans Jennekens’ (2014) NEUROwords: “A Short History of the Notion of Neurodegenerative Disease”. Journal of the History of the Neurosciences, 23(4) pp. 416–417.

Richardson, J. (2014). The point of non-verbal tests (1). The Psychologist, 27(9) pp. 637–638.

Richardson, John T. E. (2013). Approaches to studying across the adult life span: Evidence from distance education. Learning and Individual Differences, 26 pp. 74–80.

Richardson, John T. E. (2013). Epistemological development in higher education. Educational Research Review, 9(1) pp. 191–206.

Richardson, John T. E. (2013). The National Student Survey and its impact on UK higher education. In: Shah, Mahsood and Nair, Chenicheri Sid eds. Enhancing student feedback and improvement systems in tertiary education. CAA Quality Series (5). Abu Dhabi: Commission for Academic Accreditation, UAE, pp. 76–84.

Richardson, John T. E. (2013). Critical synthesis package: medical course experience questionnaire. MedEdPORTAL Publications; 9:9353.

Richardson, John T. E. (2013). Research issues in evaluating learning pattern development in higher education. Studies in Educational Evaluation, 39(1) pp. 66–70.

Remedios, Richard and Richardson, John T. E. (2013). Achievement goals in adult learners: evidence from distance education. British Journal of Educational Psychology, 83(4) pp. 664–685.

Richardson, John T. E. (2013). Attitudes to ICTs and approaches to studying in higher education. QWERTY, 8(1) pp. 23–34.

Remedios, Richard and Richardson, John T. E. (2013). Achievement goals and approaches to studying: evidence from adult learners in distance education. Distance Education, 34(3) pp. 271–289.

Richardson, John T. E. (2012). Face-to-face versus online tuition: preference, performance and pass rates in white and ethnic minority students. British Journal of Educational Technology, 43(1) pp. 17–27.

Richardson, J. T. E. (2012). The attainment of white and ethnic minority students in distance education. Assessment & Evaluation in Higher Education, 37(4) pp. 393–408.

Richardson, John T. E. (2012). The role of response biases in the relationship between students’ perceptions of their courses and their approaches to studying in higher education. British Educational Research Journal, 38(3) pp. 399–418.

Richardson, John T. E. (2012). Neurognostics Question. Journal of the History of the Neurosciences, 21(2) p. 227.

Richardson, John T. E. (2012). Remembering George Miller. Psychologist, 25(10) p. 732.

Richardson, John T. E. (2011). Howard Andrew Knox: Pioneer of Psychological Testing at Ellis Island. New York: Columbia University Press.

Richardson, John T. E. (2011). Approaches to studying, conceptions of learning and learning styles in higher education. Learning and Individual Differences, 21(3) pp. 288–293.

Richardson, John T. E. (2011). The analysis of 2 x 2 contingency tables - Yet again. Statistics in Medicine, 30(8) p. 890.

Richardson, John T. E. (2011). The academic engagement of white and ethnic minority students in distance education. Educational Psychology, 31 pp. 123–139.

Richardson, John T. E. (2011). Eta squared and partial eta squared as measures of effect size in educational research. Educational Research Review, 6(2) pp. 135–147.

Richardson, John T. E. (2010). Course completion and attainment in disabled students taking courses with the Open University UK. Open Learning: The Journal of Open and Distance Learning, 25(2) pp. 81–94.

Richardson, John T. E. (2010). Perceived academic quality and approaches to studying in higher education: evidence from Danish students of occupational therapy. Scandinavian Journal of Educational Research, 54(2) pp. 189–203.

Richardson, John T. E. (2010). Conceptions of learning and approaches to studying among White and ethnic minority students in distance education. British Journal of Educational Psychology, 80(4) pp. 535–556.

Richardson, John T. E.; Marschark, Marc; Sarchet, Thomastine and Sapere, Patricia (2010). Deaf and hard-of-hearing students' experiences in mainstream and separate postsecondary education. Journal of Deaf Studies and Deaf Education, 15(4) pp. 358–382.

Richardson, John T. E. (2010). Widening participation without widening attainment: the case of ethnic minority students. Psychology Teaching Review, 16(1) pp. 37–45.

Richardson, John T. E. (2009). The role of ethnicity in the attainment and experiences of graduates in distance education. Higher Education, 58(3) pp. 321–338.

Richardson, John T. E. (2009). The attainment and experiences of disabled students in distance education. Distance Education, 30(1) pp. 87–102.

Richardson, John T. E. (2009). Face-to-face versus online tutoring support in humanities courses in distance education. Arts and Humanities in Higher Education, 8(1) pp. 69–85.

Richardson, John T. E. (2009). The academic attainment of students with disabilities in UK higher education. Studies in Higher Education, 34(2) pp. 123–137.

Richardson, John T. E. (2009). What can students’ perceptions of academic quality tell us? Research using the Course Experience Questionnaire. In: Tight, Malcolm; Mok, Ka Ho; Huisman, Jeroen and Morphew, Christopher C. eds. The Routledge International Handbook of Higher Education. Routledge International Handbooks of Education. Routledge, pp. 199–210.

Richardson, John T. E. (2009). Face-to-face versus online tutoring support in business studies courses in distance education. International Journal of Management Education, 7(3) pp. 1–11.

Richardson, John T. E. (2009). Students’ approaches to learning and teachers’ approaches to teaching in higher education. In: Wheldall, Kevin ed. Developments in Educational Psychology (2nd Edition). Taylor & Francis.

Richardson, John T. E. (2008). Approaches to studying among deaf students in higher education. In: Marschark, Marc and Hauser, Peter C. eds. Deaf Cognition: Foundations and Outcomes. New York: Oxford University Press, pp. 387–410.

Richardson, John T. E. (2008). The attainment of ethnic minority students in UK higher education. Studies in Higher Education, 33(1) pp. 33–48.

Richardson, John T. E. (2008). Degree attainment, ethnicity and gender: a literature review. Higher Education Academy, York, UK.

Richardson, John T. E.; Slater, John B. and Wilson, Jane (2007). The National Student Survey: development, findings and implications. Studies in Higher Education, 32(5) pp. 557–580.

Richardson, John T. E. (2007). Motives, attitudes and approaches to studying in distance education. Higher Education, 54(3) pp. 385–416.

Richardson, John T. E. (2007). Mental models of learning in distance education. British Journal of Educational Psychology, 77(2) pp. 253–270.

Richardson, John T. E. (2007). Measuring the relationship between two questionnaires: a comment on Burt (2005). Assessment & Evaluation in Higher Education, 32(3) pp. 383–384.

Richardson, John T. E.; Dawson, Lesley; Sadlo, Gaynor; Jenkins, Virginia and McInnes, Janet (2007). Perceived academic quality and approaches to studying in the health professions. Medical Teacher, 29(5) e108-e116.

Richardson, John T. E. (2007). Variations in student learning and perceptions of academic quality. In: Entwistle, Noel; Tomlinson, Peter and Dockrell, Julie eds. Student Learning and University Teaching. British Journal of Educational Psychology Monograph Series II (4). UK: British Psychological Society, pp. 61–71.

Richardson, John T. E. (2007). Measures of short-term memory: A historical review. Cortex, 43(5) pp. 635–650.

Richardson, John T. E. (2007). Measuring the relationship between scores on two questionnaires. Educational Research Review, 2(1) pp. 13–27.

Richardson, John T. E. (2006). Investigating the relationship between variations in students' perceptions of their academic environment and variations in study behaviour in distance education. British Journal of Educational Psychology, 76(4) pp. 867–893.

Richardson, John T. E. (2006). Perceptions of academic quality and approaches to studying among technology students in distance education. European Journal of Engineering Education, 31(4) pp. 421–433.

Richardson, John T. E. (2006). The future of research in problem-based learning. In: Crabtree, H.; Darvill, A.; Holland, K.; MacKay, S.; McLoughlin, M.; Oakley, D. and Supyk, J. eds. Problem-based Learning 2004: A Quality Experience? Salford, UK: University of Salford, pp. 41–59.

Richardson, John T. E. (2006). Early methods for assessing imagery and nonverbal abilities. In: Vecchi, Tomaso and Bottini, Gabriella eds. Imagery and Spatial Cognition: Methods, Models and Cognitive Assessment. Advances in Consciousness Research (66). Amsterdam: John Benjamins, pp. 3–14.

Richardson, John T. E. (2006). Perceptions of academic quality and approaches to studying among students with print disabilities enrolled in distance education. Journal of Postsecondary Education and Disability, 19 pp. 56–70.

Richardson, John T. E. (2005). Students’ approaches to learning and teachers’ approaches to teaching in higher education. Educational Psychology, 25(6) pp. 673–680.

Richardson, John T. E. (2005). Knox’s cube imitation test: A historical review and an experimental analysis. Brain and Cognition, 59(2) pp. 183–213.

Richardson, John T. E. (2005). Instruments for obtaining student feedback: a review of the literature. Assessment & Evaluation in Higher Education, 30(4) pp. 387–415.

Richardson, John T. E. (2005). Students’ perceptions of academic quality and approaches to studying in distance education. British Educational Research Journal, 31(1) pp. 7–27.

Richardson, John T. E. (2005). The implications of head injuries for higher education: Evidence from psychology students. Psychology Teaching Review, 11(1) pp. 64–74.

Richardson, John T. E.; Gamborg, Gunner and Hammerberg, Gitten (2005). Perceived academic quality and approaches to studying at Danish schools of occupational therapy. Scandinavian Journal of Occupational Therapy, 12(3) pp. 110–117.

Richardson, John T. E. (2005). Weak statements about strong relationships: a reply to Burt. British Journal of Educational Technology, 36(3) pp. 555–557.

Richardson, John T. E. (2004). Methodological issues in questionnaire-based research on student learning in higher education. Educational Psychology Review, 16(4) pp. 347–358.

Richardson, John T. E. (2004). The origins of inkblots. The Psychologist, 17(6) pp. 334–335.

Richardson, John T. E.; Barnes, Linda and Fleming, Joan (2004). Approaches to studying and perceptions of academic quality in deaf and hearing students in higher education. Deafness and Education International, 6(2) pp. 100–122.

Richardson, John T. E.; Long, Gary L. and Foster, Susan B. (2004). Academic engagement in students with a hearing loss in distance education. Journal of Deaf Studies and Deaf Education, 9(1) pp. 68–85.

Richardson, John T. E.; Long, Gary L. and Woodley, Alan (2004). Students with an undisclosed hearing loss: a challenge for academic access, progress, and success? Journal of Deaf Studies and Deaf Education, 9(4) pp. 427–441.

Richardson, John T. E. (2004). Contingent degree performance [4]. The Psychologist, 17(6) pp. 323–324.

Richardson, John T. E. (2003). Dual coding versus relational processing in memory for concrete and abstract words. European Journal of Cognitive Psychology, 15(4) pp. 481–509.

Richardson, John T. E. and Woodley, A. (2003). Another look at the role of age, gender and subject as predictors of academic attainment in Higher Education. Studies in Higher Education, 28(4) pp. 475–493.

Richardson, John T. E. (2003). Approaches to studying and perceptions of academic quality in a short web-based course. British Journal of Educational Technology, 34(4) pp. 433–442.

Richardson, John T. E.; Long, Gary L. and Woodley, Alan (2003). Academic engagement and perceptions of quality in distance education. Open Learning, 18(3) pp. 223–244.

Richardson, John T. E. and Wydell, Taeko N. (2003). The representation and attainment of students with dyslexia in UK higher education. Reading and Writing, 16(5) pp. 475–503.

Richardson, John T. E. and Price, Linda (2003). Approaches to studying and perceptions of academic quality in electronically delivered courses. British Journal of Educational Technology, 34(2) pp. 45–56.

Richardson, John T. E. (2003). Howard Andrew Knox and the origins of performance testing on Ellis Island, 1912-1916. History of Psychology, 6(2) pp. 143–170.

Richardson, J. T. E.. (2002). Functional reorganisation of memory following traumatic brain injury: A study with H215O PET (editorial commentary). Journal of Neurology Neurosurgery and Psychiatry, 73(2) p. 111.

Richardson, John T. E. and Vecchi, T. (2002). A jigsaw-puzzle imagery task for assessing active visuopatial processes in old and young people. Behavior Research Methods, Instruments, and Computers, 34(1) pp. 69–82.

Richardson, John T. E. and Roy, Archie W. N. (2002). The representation and attainment of students with a visual impairment in higher education. British Journal of Visual Impairment, 20(1) pp. 37–48.

Richardson, John T. E. (2002). The aetiology, assessment, and rehabilitation ofmemory impairment following mild head injury. Tidsskrift for Norsk Psykologforening, 39 pp. 700–706.

Richardson, John T. E. (2002). Neurognostics. Question 15. Journal of the History of the Neurosciences, 11(1) p. 69.

Richardson, John T. E. (2001). A physician with the Coast Artillery Corps: The military career of Dr Howard Andrew Knox, pioneer of psychological testing. The Coast Defense Journal, 15(4) pp. 88–93.

Richardson, John T. E. (2001). The representation and attainment of students with a hearing loss at the Open University. Studies in Higher Education, 26(3) pp. 299–312.

Richardson, John T. E. and Woodley, Alan (2001). Approaches to studying and communication preferences among deaf students in distance education. Higher Education, 42(1) pp. 61–83.

Richardson, John T. E. (2001). The representation and attainment of students with a hearing loss in higher education. Studies in Higher Education, 26(2) pp. 183–204.

Richardson, John T. E. and Woodley, Alan (2001). Perceptions of academic quality among students with a hearing loss in distance education. Journal of Educational Psychology, 93(3) pp. 563–570.

Richardson, J. T. E. (2000). Clinical and Neuropsychological Aspects of Closed Head Injury (2nd ed.). Hove: Psychology Press.

Richardson, J. T. E. (2000). Researching Student Learning: Approaches to Studying in Campus-Based and Distance Education. Buckingham: Open University Press.

Richardson, John T. E. (2000). Hormones and behaviour: Cognition, menstruation and menopause. In: Ussher, J. M. ed. Women’s Health: Contemporary International Perspectives. Leicester: BPS Books.

Richardson, John T. E. (2000). The availability and effectiveness of imaginal mediators in associative learning: Individual differences related to gender, age, and verbal ability. Journal of Mental Imagery, 24(1 & 2) pp. 111–135.

Richardson, John T. E. (2000). Comments on “Why are there twelve inches in a foot?”. Cognitive Technology, 5(1) p. 46.

Richardson, John T. E.; MacLeod-Gallinger, Janet; McKee, Barbara G. and Long, Gary L. (2000). Approaches to Studying in Deaf and Hearing Students in Higher Education. Journal of Deaf Studies and Deaf Education, 5(2) pp. 156–173.

Richardson, J. T. E.; Batley, S.; Hopkin, S. and Nwankwo, E. (2000). Music, mood, and memory. In: Proceedings of the Sixth International Conference on Music Perception and Cognition [CD-ROM] (Woods, C.; Luck, G.; Brochard, R.; Seddon, F. and Sloboda, J. A. eds.), Keele University, Department of Psychology, Keele.

Richardson, John T. E. (1999). The concepts and methods of phenomenographic research. Review of Educational Research, 69(1) pp. 53–82.

Richardson, John T. E. and Woodley, Alan (1999). Approaches to studying in people with hearing loss. British Journal of Educational Psychology, 69 pp. 533–546.

Richardson, John T. E. (1999). Some basic problems with the use of "psychologic" in the study of memory. Scandinavian Journal of Psychology, 40(S1) pp. 69–71.

Richardson, John T. E.; Morgan, Alistair and Woodley, Alan (1999). Approaches to studying in distance education. Higher Education, 37(1) pp. 23–55.

Richardson, John T. E. (1999). Imagery. Hove: Psychology Press.

Richardson, J. T. E. and Vecchi, T. (1999). L’impiego di mnemotecniche immaginative nella riabilitazione della memoria. In: Lorenzetti, L. M. and Antonietti, A. eds. Figura Emozione Cognizione: Studi Ricerche Applicazioni. Milano: FrancoAngeli.

Richardson, John T. E. (1998). Field independence in higher education and the case of distance learning. International Journal of Educational Research, 29(3) pp. 241–250.

Richardson, John T. E. (1998). Socio-Economic Status, Social Class and Memory Performance: A Critical Response to Herrmann and Guadagno (1997). Applied Cognitive Psychology, 12(6) pp. 593–609.

Richardson, John T. E. (1998). Approaches to Studying in Undergraduate and Postgraduate Students. Studies in Higher Education, 23(2) pp. 217–220.

Richardson, John T. E. (1998). The availability and effectiveness of reported mediators in associative learning: A historical review and an experimental investigation. Psychonomic Bulletin and Review, 5(4) pp. 597–614.

Richardson, John T. E. and King, Estelle (1998). Adult Students in Higher Education: Burden or Boon? Journal of Higher Education, 69(1) pp. 65–88.

Richardson, John T. E. (1997). Introduction to the Study of Gender Differences in Cognition. In: Caplan, Paula J.; Crawford, Mary; Hyde, Janet Shibley and Richardson, John T. E. eds. Gender Differences in Human Cognition. Oxford University Press, pp. 2–29.

Richardson, John T. E. (1997). Conclusions from the Study of Gender Differences in Cognition. In: Caplan, Paula J.; Crawford, Mary; Hyde, Janet Shibley and Richardson, John T. E. eds. Gender Differences in Human Cognition. Oxford University Press, pp. 131–169.

Richardson, John T. E.; Robinson, Alistair and Robinson, Ian (1997). Cognition and multiple sclerosis: a historical analysis of medical perceptions. Journal of the History of the Neurosciences, 6(3) pp. 302–319.

Richardson, John T. E. (1997). Dispelling some myths about mature students in higher education: Study skills, approaches to studying, and intellectual ability. In: Sutherland, P. ed. Adult Learning: A Reader. London: Kogan Page.

Richardson, John T. E. (1997). How useful is research on teaching? A response to Brown. Psychology Teaching Review, 6 pp. 146–149.

Richardson, John T. E. (1997). Meaning Orientation and Reproducing Orientation: a typology of approaches to studying in higher education? Educational Psychology, 17(3) pp. 301–311.

Richardson, John T. E. (1997). Students’ evaluations of teaching: The Course Experience Questionnaire. Psychology Teaching Review, 6 pp. 31–45.

Richardson, John T. E.; Engle, Randall W.; Hasher, Lynn; Logie, Robert H.; Stoltzfus, Ellen R. and Zacks, Rose T. (1996). Working Memory and Human Cognition. Oxford University Press.

Richardson, John T. E. (1996). Evolving Concepts of Working Memory. In: Richardson, John T. E.; Engle, Randall W.; Hasher, Lynn; Logie, Robert H.; Stoltzfus, Ellen R. and Zacks, Rose T. eds. Working Memory and Human Cognition. Oxford University Press, pp. 3–24.

Richardson, John T. E. (1996). Evolving Issues in Working Memory. In: Richardson, John T. E.; Engle, Randall W.; Hasher, Lynn; Logie, Robert H. and Stoltzfus, Ellen R. eds. Working Memory and Human Cognition. Oxford University Press, pp. 120–148.

Richardson, J. T. E.; Longoni, A.M. and Di Masi, N. (1996). Persistence of the phonological trace in working memory. Cahiers de Psychologie Cognitive, 15(6) pp. 557–581.

Richardson, John T. E. (1996). Memory impairment in multiple sclerosis: Reports of patients and relatives. British Journal of Clinical Psychology, 35(2) pp. 205–219.

Richardson, John T. E. (1996). Measures of effect size. Behavior Research Methods, Instruments, and Computers, 28(1) pp. 12–22.

Richardson, John T. E. (1996). Cognitive psychology. In: Kuper, A. and Kuper, J. eds. The Social Science Encyclopedia (2nd ed.). London: Routledge.

Richardson, John T. E. (1996). Cognitive science. In: Kuper, A. and Kuper, J. eds. The Social Science Encyclopedia (2nd ed.). London: Routledge.

Richardson, John T. E. (1995). The efficacy of imagery mnemonics in memory remediation. Neuropsychologia, 33(11) pp. 1345–1357.

Richardson, John T. E. (1995). The premenstrual syndrome: A brief history. Social Science & Medicine, 41(6) pp. 761–767.

Richardson, John T. E.; Landbeck, Roger and Mugler, France (1995). Approaches to Studying in Higher Education: a comparative study in the South Pacific. Educational Psychology, 15(4) pp. 417–432.

Richardson, John T. E. (1995). Mature students in higher education: II. An investigation of approaches to studying and academic performance. Studies in Higher Education, 20(1) pp. 5–17.

Richardson, John T. E. and Chan, Ruth C.B. (1995). The Constituent Structure of Subjective Memory Questionnaires: Evidence from Multiple Sclerosis. Memory, 3(2) pp. 187–200.

Richardson, John T. E. (1995). Cultural Specificity of Approaches to Studying in Higher Education: A Comparative Investigation Using the Approaches to Studying Inventory. Educational and Psychological Measurement, 55(2) pp. 300–308.

Richardson, John T. E. (1995). Gender differences in the Vividness of Visual Imagery Questionnaire: A meta-analysis. Journal of Mental Imagery, 19(3-4) pp. 177–187.

Richardson, J. T. E. (1995). Using questionnaires to evaluate student learning. In: Improving Student Learning Through Assessment and Evaluation (Gibbs, G. ed.), Oxford Centre for Staff Development., Oxford.

Richardson, John T. E. (1994). Mature students in higher education: Academic performance and intellectual ability. Higher Education, 28(3) pp. 373–386.

Richardson, John T. E. (1994). Cultural specificity of approaches to studying in higher education: A literature survey. Higher Education, 27(4) pp. 449–468.

Richardson, John T. E. (1994). Continuous recognition memory tests: Are the assumptions of the theory of signal detection really Met. Journal of Clinical and Experimental Neuropsychology, 16(3) pp. 482–486.

Richardson, John T. E. (1994). Mature students in higher education: I. A literature survey on approaches to studying. Studies in Higher Education, 19(3) pp. 309–325.

Richardson, John T. E. (1994). A British evaluation of the Course Experience Questionnaire. Studies in Higher Education, 19(1) pp. 59–68.

Richardson, John T. E. (1994). Gender differences in mental rotation. Perceptual and Motor Skills, 78(2) pp. 435–448.

Richardson, John T. E. (1994). The analysis of 2 x 1 and 2 x 2 contingency tables: an historical review. Statistical Methods in Medical Research, 3(2) pp. 107–133.

Richardson, J. T. E. and Rossan, S. (1994). Age limitations on the efficacy of imagery mnemonic instructions. Journal of Mental Imagery, 18 pp. 151–163.

Richardson, J. T. E. (1994). Using questionnaires to evaluate student learning: Some health warnings. In: Improving Student Learning: Theory and Practice (Gibbs, G. ed.), Oxford Centre for Staff Development., Oxford.

Richardson, John T. E. (1993). Gender differences in responses to the Approaches to Studying Inventory. Studies in Higher Education, 18(1) pp. 3–13.

Richardson, John T. E. (1993). Commentary: Developing the Model of Working Memory. In: Davies, Graham M. and Logie, Robert H. eds. Memory in Everyday Life. Advances in Psychology, 100. Amsterdam: Elsevier, pp. 219–230.

Richardson, John T. E. (1993). The curious case of coins: Remembering the appearance of familiar objects. The Psychologist: Bulletin of the British Psychological Society, 6 pp. 360–366.

Richardson, John T. E. (1992). Remembering the appearance of familiar objects: A study of monarchic memory. Bulletin of the Psychonomic Society, 30(5) pp. 389–392.

Richardson, John T. E. (1992). Imagery mnemonics and memory remediation. Neurology, 42(2) pp. 283–286.

Richardson, John T. E. ed. (1992). Cognition and the Menstrual Cycle. New York: Springer-Verlag.

Richardson, John T. E. (1992). Memory and the Menstrual Cycle. In: Richardson, John T. E. ed. Cognition and the Menstrual Cycle. New York: Springer-Verlag, pp. 98–131.

Richardson, John T. E. (1992). The menstrual cycle, cognition, and paramenstrual symptomatology. In: Richardson, John T. E. ed. Cognition and the Menstrual Cycle. New York: Springer-Verlag, pp. 1–38.

Richardson, John T. E. (1992). Cognitive psychology and student learning. Psychology Teaching Review, 1 pp. 2–9.

Richardson, John T. E. (1992). A critical evaluation of a short form of the Approaches to Studying Inventory. Psychology Teaching Review, 1 pp. 34–45.

Richardson, John T. E. and King, Estelle (1991). Gender Differences in the Experience of Higher Education: quantitative and qualitative approaches. Educational Psychology, 11(3-4) pp. 363–382.

Richardson, J. T. E. (1991). Cognitive performance following rupture and repair of intracranial aneurysm. Acta Neurologica Scandinavica, 83(2) pp. 110–122.

Richardson, John T. E. (1991). Gender differences in imagery, cognition, and memory. In: Logie, R. H. and Denis, M. eds. Mental Images in Human Cognition. Advances in Psychology, 80. Amsterdam: Elsevier, pp. 271–303.

Richardson, John T. E. (1991). Imagery and the Brain. In: Cornoldi, C. and McDaniel, M. A. eds. Imagery and Cognition. New York: Springer-Verlag, pp. 1–45.

Richardson, John T. E. (1991). Cognition, memory, and the menstrual cycle. Cahiers de Psychologie Cognitive, 11 pp. 3–26.

Richardson, John T. E. (1991). The Menstrual Cycle and Student Learning. The Journal of Higher Education, 62(3) pp. 317–340.

Richardson, John T. E. (1990). Reliability and replicability of the Approaches to Studying Questionnaire. Studies in Higher Education, 15(2) pp. 155–168.

Richardson, John T. E. (1990). Questionnaire Studies of Paramenstrual Symptoms. Psychology of Women Quarterly, 14(1) pp. 15–42.

Richardson, John T. E. (1990). Variants of chi-square for 2 × 2 contingency tables. British Journal of Mathematical and Statistical Psychology, 43(2) pp. 309–326.

Richardson, John T. E. (1990). Cognitive function in diabetes mellitus. Neuroscience and Biobehavioral Reviews, 14(4) pp. 385–388.

Richardson, J. T. E. (1990). Clinical and Neuropsychological Aspects of Closed Head Injury. London: Taylor & Francis.

Richardson, John T. E. (1990). Imagery and memory in brain-damaged patients. In: Hampson, P. J.; Marks, D. F. and Richardson, J. T. E. eds. Imagery: Current Developments. London: Routledge.

Richardson, John T. E. (1990). Review Essay: Turning Professors into Teachers: A New Approach to Faculty Development and Student Learning by Joseph Katz & Mildred Henry. The Journal of Higher Education, 61(2) pp. 220–225.

Richardson, J. T. E. (2016) Cognitive psychology in a wider context. in J. Sloboda (Ed.), The Teaching of Cognitive Psychology. Report to the Scientific Affairs Board of the British Psychological Society on a Workshop on the Teaching of Cognitive Psychology. Keele: University of Keele, Department of Psychology.

Richardson, John T. E. (1989). Performance in free recall following rupture and repair of intracranial aneurysm. Brain and Cognition, 9(2) pp. 210–226.

Richardson, John T. E. (1989). Human memory: psychology, pathology and pharmacology. Baillière's Clinical Anaesthesiology, 3(3) pp. 451–471.

Richardson, John T. E. (1989). Student Learning and the Menstrual Cycle: premenstrual symptoms and approaches to studying. Educational Psychology, 9(3) pp. 215–238.

Richardson, John T. E. (1989). The practical benefits of cognitive psychology. European Journal of Cognitive Psychology, 1(1) pp. 27–46.

Richardson, John T. E. and Zucco, Gesualdo M. (1989). Cognition and Olfaction: A Review. Psychological Bulletin, 105(3) pp. 352–360.

Richardson, John T. E. (1989). Cognitive skills and psychology education. In: Radford, J. and Rose, D. eds. A Liberal Science: Psychology Education Past, Present, and Future. Guildford: SRHE & Open University Press.

Richardson, John T. E. (1989). Knowledge representation. In: Colman, A and Beaumont, J. G. eds. Psychology Survey, Volume 7. Leicester: The British Psychological Society.

Richardson, J. T. E. and Blagrove, M. (1989). Mental imagery and dreams. In: Beaumont, J. G. ed. Brainpower. New York: Harper & Row.

Richardson, J. T. E. (1989). Imagery and memory in brain-damaged patients. In: Cognition in Individual and Social Contexts (Bennett, A. F. and McConkey, K. M. eds.), Elsevier, Amsterdam.

Richardson, John T. E. (1988). Student learning and the menstrual cycle: Myths and realities. Studies in Higher Education, 13(3) pp. 303–314.

Richardson, John T. E. (1988). Vividness, spatial manipulation, and spontaneous elaboration: A critical evaluation of the use of factor analysis by Lorenz and Neisser (1985). Bulletin of the Psychonomic Society, 26(5) pp. 437–440.

Richardson, John T. E. (1988). Cognitive science. In: Kuper, J. ed. A Lexicon of Psychology, Psychiatry, and Psychoanalysis. London: Routledge.

Richardson, John T. E. (1988). Vividness and unvividness: Reliability, consistency, and validity of subjective imagery ratings. Journal of Mental Imagery, 12 pp. 115–122.

Richardson, John T. E. (1988). The effects of minor closed head injury upon memory. In: Functional Neurology, 3(Supp. 2) pp. 131–136.

Richardson, J. T. E. (1988). Learning skills and cognition. In: Evaluating Information Technology in the Arts and Humanities (Miall, D. S. ed.), Computers in Teaching Initiative Support Service., Bath.

Richardson, J. T. E. (1988). Mental imagery and the effects of closed head injuries. In: Cognitive and Neuropsychological Approaches to Mental Imagery (Denis, M.; Engelkamp, J. and Richardson, J. T. E. eds.), Martinus Nijhoff, Dordrecht.

Richardson, J. T. E. (1988). Student learning and the menstrual cycle. In: Practical Aspects of Memory: Current Research and Issues, Vol. 2 (Gruneberg, M. M.; Morris, P. E. and Sykes, R. N. eds.), Wiley, Chichester.

Richardson, John T. E. (1987). Phonology and reading: The effects of articulatory suppression upon homophony and rhyme judgements. Language and Cognitive Processes, 2(3-4) pp. 229–244.

Richardson, John T. E. (1987). Social class limitations on the efficacy of imagery mnemonic instructions. British Journal of Psychology, 78(1) pp. 65–77.

Richardson, John T. E. (1987). The role of mental imagery in models of transitive inference. British Journal of Psychology, 78(2) pp. 189–203.

Richardson, John T. E. (1987). Bruner, J. S. In: Kuper, J. ed. Key Thinkers, Past and Present. London: Routledge & Kegan Paul.

Richardson, John T. E. (1987). Luria, A. R. In: Kuper, J. ed. Key Thinkers, Past and Present. London: Routledge & Kegan Paul.

Richardson, J. T. E.; Cermak, L. S.; Blackford, S. P. and O'Connor, M. (1987). The efficacy of imagery mnemonics following brain damage. In: McDaniel, M. A. and Pressley, M. eds. Imagery and Related Mnemonic Processes: Theories, Individual Differences, and Applications. New York: Springer-Verlag.

Richardson, John T. E. (1985). The Effects of Retention Tests upon Human Learning and Memory: an historical review and an experimental analysis. Educational Psychology, 5(2) pp. 85–114.

Richardson, John T. E. (1985). Converging operations and reported mediators in the investigation of mental imagery. British Journal of Psychology, 76(2) pp. 205–214.

Richardson, John T. E. (1985). Integration versus decomposition in the retention of complex ideas. Memory & Cognition, 13(2) pp. 112–127.

Richardson, John T. E. (1985). Subjects’ reports and converging operations in the investigation of mental imagery. Journal of Mental Imagery, 9 pp. 107–112.

Richardson, John T. E. and Barry, Christopher (1985). The effects of minor closed head injury upon human memory: Further evidence on the role of mental imagery. Cognitive Neuropsychology, 2(2) pp. 149–168.

Richardson, J. T. E. and Barry, C. (1985). Mental imagery and the effects of closed head injury upon memory. In: Imagery 1: Proceedings of the 1st International Imagery Conference (Marks, D. F. and Russell, D. G. eds.), Human Performance Associates, Dunedin.

Richardson, John T. E. (1984). Morphemic and phonemic factors in letter cancellation. Journal of Psycholinguistic Research, 13(5) pp. 351–372.

Richardson, J. T. E.; Frith, C. D.; Scott, E.; Crow, T. J. and Cunningham-Owens, D. (1984). The effects of intravenous diazepam and hyoscine upon recognition memory. Behavioural Brain Research, 14(3) pp. 193–199.

Richardson, John T. E. and Snape, Wendy (1984). The effects of closed head injury upon human memory: An experimental analysis. Cognitive Neuropsychology, 1(3) pp. 217–231.

Richardson, John T. E. (1984). Developing the theory of working memory. Memory & Cognition, 12(1) pp. 71–83.

Richardson, John T. E. (1984). The effects of closed head injury upon intrusions and confusions in free recall. Cortex, 20(3) pp. 413–420.

Richardson, John T. E. (1983). Student Learning in Higher Education. Educational Psychology, 3(3-4) pp. 305–331.

Richardson, John T. E. (1983). Further evidence on the abstraction of linguistic ideas. Bulletin of the Psychonomic Society, 21(6) pp. 439–442.

Richardson, John T. E. (1983). Mental imagery in thinking and problem solving. In: Evans, J. St. B. T. ed. Thinking and Reasoning: Psychological Approaches. London: Routledge.

Richardson, John T. E. (1983). The intellectual development of students in higher education. Psychology Teaching pp. 6–13.

Richardson, John T. E. (1982). Introversion-extraversion and experimenter effects in memory tasks. Personality and Individual Differences, 3(3) pp. 327–328.

Richardson, John T. E. (1982). Memory disorders. In: Burton, Andrew ed. The Pathology and Psychology of Cognition. London: Methuen.

Richardson, John T. E. (1981). Geographical bias. In: Piper, David Warren ed. Is Higher Education Fair? Guildford: Society for Research into Higher Education..

Richardson, J. T. E.; Mayromatis, A.; Mindel, T. and Owens, A. C. (1981). Individual differences in hypnagogic and hypnopompic imagery. Journal of Mental Imagery, 5 pp. 91–96.

Richardson, John T. E. and Johnson, Paul B. (1980). Models of anagram solution. Bulletin of the Psychonomic Society, 16(4) pp. 247–250.

Richardson, John T. E.; Greaves, Deborah E. and Smith, Margaret M. C. (1980). Does articulatory suppression eliminate the phonemic similarity effect in short-term recall? Bulletin of the Psychonomic Society, 16(6) pp. 417–420.

Richardson, John T. E.; Ainsley, Heather M.; Copsey, Sarah and Watkins, Stuart A. (1980). The role of tactual information in the recall of concrete objects. Bulletin of the Psychonomic Society, 16(1) pp. 57–58.

Richardson, J. T. E. (1980). Mental Imagery and Human Memory. London: Macmillan.

Richardson, John T. E. (1980). Concreteness, imagery, and semantic categorization. Journal of Mental Imagery, 4 pp. 51–58.

Richardson, John T. E. (1980). Mental imagery and stimulus concreteness. Journal of Mental Imagery, 4 pp. 87–97.

Richardson, John T. E. (1980). Problems and models of small-group teaching. Psychology Teaching, 8 pp. 22–25.

Richardson, John T. E. (1979). Precategorical acoustic storage and postcategorical lexical storage. Cognitive Psychology, 11(3) pp. 265–286.

Richardson, John T. E. (1979). Correlations between imagery and memory across stimuli and across subjects. Bulletin of the Psychonomic Society, 14(5) pp. 368–370.

Richardson, John T. E. (1979). Subjects’ reports in mental comparisons. Bulletin of the Psychonomic Society, 14(5) pp. 371–372.

Richardson, John T. E. (1979). Variations in the negative recency effect. Bulletin of the Psychonomic Society, 14(6) pp. 401–403.

Richardson, John T. E. and Firlej, Maureen D.E. (1979). Laterality and reading attainment. Cortex, 15(4) pp. 581–595.

Richardson, John T. E. (1979). Mental imagery, human memory, and the effects of closed head injury. The British Journal of Social and Clinical Psychology, 18(3) pp. 319–327.

Richardson, John T. E. (1979). Signal detection theory and the effects of severe head injury upon recognition memory. Cortex, 15(1) pp. 145–148.

Richardson, J. T. E. and Gnanapragasam, G. R. (1979). Attitudes of nursing staff towards art therapy. The British Journal of Psychiatry, 134(2) 221b-222b.

Richardson, John T. E. (1979). The post-concussional syndrome. In: Research in Psychology and Medicine, Vol. 1 (Oborne, D. J.; Gruneberg, M. M. and Eiser, J. R. eds.), Academic Press, London.

Richardson, John T. E. (1978). A factor analysis of self-reported handedness. Neuropsychologia, 16(6) pp. 747–748.

Richardson, John T. E. (1978). Reported mediators and individual differences in mental imagery. Memory & Cognition, 6(4) pp. 376–378.

Richardson, John T. E. (1978). Memory and intelligence following spontaneously arrested congenital hydrocephalus. British Journal of Social and Clinical Psychology, 17(3) pp. 261–267.

Richardson, John T. E. (1978). Memory for pictures and words, and the negative regency effect. Perceptual and Motor Skills, 47(3) pp. 967–970.

Richardson, John T. E. (1978). Mental imagery and memory: Coding ability or coding preference? Journal of Mental Imagery, 2(1) pp. 101–116.

Richardson, John T. E. (1978). Mental imagery and the distinction between primary and secondary memory. Quarterly Journal of Experimental Psychology, 30(3) pp. 471–485.

Richardson, John T. E. (1978). Word-Order and Imagery in the Recall of Adjective-Noun Phrases. International Journal of Psychology, 13(3) pp. 179–184.

Richardson, John T. E. (1978). The effects of closed head injury upon memory. In: Practical Aspects of Memory (Gruneberg, M. M.; Morris, P. E. and Sykes, R. N. eds.), Academic Press, London.

Richardson, John T. E. (1977). Lexical derivation. Journal of Psycholinguistic Research, 6(4) pp. 319–336.

Richardson, John T. E. (1977). A test of finite-state theories of memory. British Journal of Mathematical and Statistical Psychology, 30(1) pp. 73–78.

Richardson, John T. E. (1977). Functional relationship between forward and backward digit repetition and a non-verbal analogue. Cortex, 13(3) pp. 317–320.

Richardson, John T. E. (1976). How to measure laterality. Neuropsychologia, 14(1) pp. 135–136.

Richardson, John T. E. (1976). The effects of stimulus attributes upon latency of word recognition. British Journal of Psychology, 67(3) pp. 315–325.

Richardson, John T. E. (1976). Procedures for investigating imagery and the distinction between primary and secondary memory. British Journal of Psychology, 67(4) pp. 487–500.

Richardson, J. T. (1976). Arterial spasm and recovery from subarachnoid haemorrhage. Journal of Neurology, Neurosurgery & Psychiatry, 39(11) pp. 1134–1136.

Richardson, John T. E. (1976). Imageability and concreteness. Bulletin of the Psychonomic Society, 7(5) pp. 429–431.

Richardson, John T. E. (1976). Lexical Derivation and the Form Class of Word Associations. Language and Speech, 19(4) pp. 313–317.

Richardson, John T. E. (1976). The Role of Syntax in Sentence Recall. Language and Speech, 19(4) pp. 318–323.

Richardson, J. T. E. (1976). The Grammar of Justification: An Interpretation of Wittgenstein’s Philosophy of Language. London: Chatto & Windus for Sussex University Press.

Richardson, John T. E. (1975). The effect of word imageability in acquired dyslexia. Neuropsychologia, 13(3) pp. 281–288.

Richardson, J. T. E. and Baddeley, A. D. (1975). The effect of articulatory suppression in free recall. Journal of Verbal Learning and Verbal Behavior, 14(6) pp. 623–629.

Richardson, J. T. E. (1975). Differential rates of cerebral maturation between sexes. Nature, 254(5496) p. 140.

Richardson, John T. E. (1975). Imagery and deep structure in the recall of English nominalizations. British Journal of Psychology, 66(3) pp. 333–339.

Richardson, John T. E. (1975). Further evidence on the effect of word imageability in dyslexia. The Quarterly Journal of Experimental Psychology, 27(3) pp. 445–449.

Richardson, John T. E. (1975). Imagery, concreteness, and lexical complexity. Quarterly Journal of Experimental Psychology, 27(2) pp. 211–223.

Richardson, John T. E. (1975). Concreteness and imageability. Quarterly Journal of Experimental Psychology, 27(2) pp. 235–249.

Richardson, John T. E. (1974). Imagery and free recall. Journal of Verbal Learning and Verbal Behavior, 13(6) pp. 709–713.

Richardson, John T. E. (1974). Continuous and discrete theories of detection and recognition. British Journal of Mathematical and Statistical Psychology, 27(2) pp. 164–171.

Richardson, John T. E. (1973). Contemporary semantic theories. Journal of Literary Semantics, 2(1)

Richardson, John T. E. (1972). Nonparametric indexes of sensitivity and response bias. Psychological Bulletin, 78(6) pp. 429–432.

Richardson, John T. E. (1970). Verbal learning: Incremental vs. all-or-none theory. Quarterly Journal of Experimental Psychology, 22(2) pp. 196–204.

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Shah, Mahsood; Nair, Sid and Richardson, John (2017). Measuring and Enhancing the Student Experience. Chandos Publishing (Elsevier).

Sun, Haoda and Richardson, John T. E. (2016). Students’ perceptions of the academic environment and approaches to studying in British postgraduate business education. Assessment & Evaluation in Higher Education, 41(3) pp. 384–399.

Shah, Mahsood and Richardson, John T. E. (2016). Is the enhancement of student experience a strategic priority in Australian universities? Higher Education Research and Development, 35(2) pp. 352–364.

Sun, Haoda and Richardson, John T. E. (2012). Perceptions of quality and approaches to studying in higher education: a comparative study of Chinese and British postgraduate students at six British business schools. Higher Education, 63(3) pp. 299–316.

Sadlo, Gaynor and Richardson, John T. E. (2003). Approaches to studying and perceptions of the academic environment in students following problem-based and subject-based curricula. Higher Education Research and Development, 22(3) pp. 253–274.

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Trigwell, Keith and Richardson, John T. E. (2003). Qualitative and quantitative: Complementary approaches to research on student learning. In: Rust, Chris ed. Improving Student Learning: Theory and Practice Ten Years On. Oxford, UK: Oxford Centre for Staff Learning Development.

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Ullah, Raza; Richardson, John T. E.; Malik, Rehan Ahmad and Farooq, Sajid (2016). Perceptions of the learning environment, learning preferences, and approaches to studying among medical students in Pakistan. Studies in Educational Evaluation, 50 pp. 62–70.

Ullah, Raza; Richardson, John T. E. and Hafeez, Muhammad (2013). Variations in perceptions of the learning environment and approaches to studying among university students in Pakistan. Prospects, 43(2) pp. 165–186.

Ullah, Raza; Richardson, John T. E. and Hafeez, Muhammad (2011). Approaches to studying and perceptions of the academic environment among university students in Pakistan. Compare: A Journal of Comparative Education, 41(1) pp. 113–127.

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Van Labeke, Nicolas; Whitelock, Denise; Field, Debora; Pulman, Stephen and Richardson, John T. E. (2013). OpenEssayist: extractive summarisation and formative assessment of free-text essays. In: 1st International Workshop on Discourse-Centric Learning Analytics, 8 Apr 2013, Leuven, Belgium.

Van Labeke, N.; Whitelock, D; Field, D.; Pulman, S. and Richardson, J. T. E. (2013). What is my essay really saying? Using extractive summarization to motivate reflection and redrafting. In: Proceedings of the AIED Workshop on Formative Feedback in Interactive Learning Environments, CEUR-WS, 1009.

Vecchi, Tomaso; Richardson, John T. E. and Cavallini, Elena (2005). Passive storage versus active processing in working memory: Evidence from age-related variations in performance. European Journal of Cognitive Psychology, 17(4) pp. 521–539.

Vecchi, Tomaso and Richardson, John T. E. (2001). Measures of visuospatial short-term memory: The Knox Cube Imitation Test and the Corsi Blocks Test compared. Brain and Cognition, 46(1-2) pp. 291–294.

Vecchi, Tomaso and Richardson, John T. E. (2000). Active processing in visuo-spatial working memory. Cahiers de Psychologie Cognitive, 19(1) pp. 3–31.

Vecchi, T.; Richardson, J. T. E. and Cesa-Bianchi, M. (1996). Memoria visuo-spaziale: Uso quotidiano e diagnosi clinica [Visuo-spatial processing in everyday life and its clinical assessment]. Ricerche di Psicologia, 20 pp. 351–365.

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Whitelock, D.; Twiner, A.; Richardson, J. T. E.; Field, D. and Pulman, S. (2018). What does a "good" essay look like? Rainbow diagrams representing essay quality. In: Technology Enhanced Assessment (TEA 2017). Communications in Computer and Information Science (Ras, E. and Guerrero Roldán, A. eds.), Springer, Cham, 829 pp. 1–12.

Whitelock, Denise; Twiner, Alison; Richardson, John T. E.; Field, Debora and Pulman, Stephen (2017). What types of essay feedback influence implementation: Structure alone or structure and content? In: Technology Enhanced Assessment (TEA 2016). Communications in Computer and Information Science. (Joosten-ten Brinke, D. and Laanpere, M. eds.), Springer, Cham, 653 pp. 181–196.

Whitelock, Denise; Twiner, Alison; Richardson, John T. E.; Field, Debora and Pulman, Stephen (2015). OpenEssayist: a supply and demand learning analytics tool for drafting academic essays. In: Proceedings of the Fifth International Conference on Learning Analytics And Knowledge, ACM, pp. 208–212.

Whitelock, Denise; Twiner, Alison; Richardson, John T. E.; Field, Debra and Pulman, Stephen (2015). Feedback on Academic Essay Writing through pre-Emptive Hints: Moving Towards "Advice for Action". In: Best of EDEN RW8 (Special issue of the European Journal of Open, Distance and E-Learning) (Bernath, U. and Szücs, A. eds.), European Distance and E-Learning Network, Budapest pp. 1–15.

Whitelock, Denise; Field, Debora; Pulman, Stephen; Richardson, John T. E. and Van Labeke, Nicolas (2014). Designing and testing visual representations of draft essays for higher education students. In: 2nd International Workshop on Discourse-Centric Learning Analytics, 4th Conference on Learning Analytics and Knowledge (LAK2014).

Whitelock, Denise; Twiner, Alison; Richardson, John T. E.; Field, Debora and Pulman, Stephen (2014). OpenEssayist: real-life testing of an automated feedback system for draft essay writing. In: #design4learning: from blended learning to learning analytics in HE, 26-27 Nov 2014, Milton Keynes, UK.

Whitelock, Denise; Field, Debora; Pulman, Stephen; Richardson, John T. E. and Van Labeke, Nicolas (2013). OpenEssayist: an automated feedback system that supports university students as they write summative essays. In: The 1st International Conference on Open Learning: Role, Challenges and Aspirations.

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