BIOGRAPHY

Rick Hanley was appointed to a Chair in Neuropsychology at the University of Essex on October 1st 1998. From 1988 until 1998, he was Lecturer, and then Senior Lecturer at the University of Liverpool. Before that he was a Lecturer in Psychology at the University of Northumbria. He has degrees in Psychology from the University of Lancaster and the University of Dundee, and a PGCE from Jordanhill College, Glasgow.

RESEARCH OVERVIEW

Professor Hanley's main research interests are in the areas of reading, face processing and memory. He is particularly interested in the effects of brain injury on the ability to read and write, and on the ability to identify familiar people. He is also interested in the acquisition of reading skills with particular respect to the effects of different kinds of orthography on reading development.

RECENT PUBLICATIONS

Hanley, J.R., Hunt, R.P., Steed, D.A., & Jackman, S. (in press). Concreteness and word production. Memory & Cognition. Accepted 19/10/12.

Hanley, J.R., & Shah, N. (2012). The irrelevant sound effect under articulatory suppression is a suffix effect even with 5-item lists. Memory, 20, 415-419.

Budd, M-J., Hanley, J.R., & Nozari, N. (2012). Evidence for a non-lexical influence on children's auditory repetition of familiar words. Journal of Psycholinguistic Research, 41:253-266

Hanley, J.R., & Hayes, A. (2012). The irrelevant sound effect under articulatory suppression: Is it a suffix effect? Journal of Experimental Psychology: Learning, Memory and Cognition, 38, 482-487.

Hanley, J.R. (2011). An appreciation of Bruce and Young's (1986) serial stage model of face naming after 25 years. British Journal of Psychology, 102, 915-930.

Hanley, J.R. (2011). Why are names of people associated with so many phonological retrieval failures?  Psychonomic Bulletin & Review, 18, 612-617.

Hanley, J.R. & Roberson, D. (2011) Categorical perception effects reflect differences in typicality on within-category trials. Psychonomic Bulletin & Review, 18, 355-363. DOI 10.3758/s13423-010-0043-z

Budd, M-J., Hanley, J.R., & Griffiths, Y. (2011). Simulating children's retrieval errors in picture naming: A test of Foygel & Dell's (2000) semantic/phonological model of speech production. Journal of Memory & Language, 64, 74-87.

Loizidou-Ieridou, N., Masterson, J & Hanley, J.R. (2010). Spelling development in 6-11year-old Greek-speaking Cypriot children. Journal of Research in Reading, 33, 247-262.

Kikutani, M., Roberson, D., & Hanley, J.R.  (2010). Categorical perception for unfamiliar faces: effect of covert and overt face learning.  Psychological Science, 21, 865-871.

Hanley, J.R & Kay, J. (2010). Neuropsychological assessment and treatment of disorders of reading.  In J. Gurd, U. Kischka, & J Marshall (Ed.) Handbook of Clinical Neuropsychology Second Edition.  Oxford University Press.  (pp 296-322).

Hanley, J.R. (2010). English is a difficult writing system for children to learn: Evidence from children learning to read in Wales. In K. Hall, U. Goswami, C. Harrison, S. Ellis, & J. Soler (Eds.) Interdisciplinary Perspectives on Learning to Read.  Routledge. (pp 117-129).

Hanley, J.R. (2010).  Difference in reading ability between children attending Welsh and English-speaking primary schools in Wales.  In N. Brunswick, S. McDougall & P. de Mornay Davies (Eds.) The role of orthographies in reading and spelling.  Psychology Press. (pp 87-107).

Pitts, B. & Hanley, J.R. (2010). Reading strategies in English by speakers whose first language is Spanish. European Journal of Cognitive Psychology, 22, 596 - 611.

Roberson, D., & Hanley, J.R. (2010). Relatively speaking: An account of the relationship between language and thought in the color domain. In B.C. Malt & P. Wolff (Eds.), Words and the mind: How words capture human experience (pp. 183?198). New York: Oxford University Press.(download pdf)

Douklias, S., Masterson, J., & Hanley, J.R. (2009). Surface and phonological developmental dyslexia in Greek. Cognitive Neuropsychology, 26, 705-723.

Roberson, D. & Hanley, J.R. (2009). Only half right: Comment on Regier & Kay. Trends in Cognitive Sciences, 13, 500.

Roberson, D. & Hanley, J.R. (2009) Relatively speaking: what is the relationship between language and thought in the color domain? Glimpse, 2:3, 68-77. (link to paper)

Bredart, S., Barsics, C. & Hanley, J.R. (2009). Recalling semantic information about personally known faces and voices. European Journal of Cognitive Psychology, 7, 1013-1021.

Hanley, J.R. & Damjanovic, L.  (2009). It is more difficult to retrieve a familiar person’s name and occupation from their voice than from their blurred face. Memory, 17, 830-839.

Roberson, D., Hanley, J.R., & Pak, H.S. (2009) Thresholds for colour discrimination in English and Korean speakers. Cognition, 482-487. link to paper

Garrido, L. Eisner, F., McGettigan, C., Stewart, L., Sauter, D., Hanley, J.R., Schweinberger, S., Warren, J. & Duchaine, B. (2009) Developmental phonagnosia: a selective deficit restricted to recognition of vocal identity. Neuropsychologia, 47, 123-131.

Hanley, J.R. & Nickels, L. (2009). Are the same phoneme and lexical layers used in speech production and comprehension? A case-series test of Foygel and Dell’s (2000) semantic-phonological model of speech production. Cortex, 45, 784-790.

Hanley, J.R. & Roberson, D. (2008). Do infants see colors differently? Scientific American Mind and Brain, May 2008. (link to paper)

Kikutani, M., Roberson, D. & Hanley, J.R. (2008) What's in the name? Categorical Perception of unfamiliar faces can occur through labelling. Psychonomic Bulletin & Review, 15, 787-794. (download pdf)

Roberson, D., Pak, H.S. & Hanley, J.R. (2008). Categorical perception of colour in the left and right hemisphere is verbally mediated: Evidence from Korean. Cognition, 107, 752-762.

Hanley, J.R. & Chapman, E. (2008). Partial knowledge in a tip of the tongue state about two and three word proper names. Psychonomic Bulletin & Review, 15, 156-160.

Baron, R., Hanley, J.R., Dell. G & Kay, J.M. (2008). Testing single and dual route computational models of auditory repetition with new data from six aphasic patients. Aphasiology, 22, 62-76.

Damjanovic, L. & Hanley, J.R. (2007) Recalling episodic and semantic information about famous faces and voices. Memory & Cognition, 35, 1205-1210.(download pdf)

Roberson, D. & Hanley, J.R. (2007). Color categories are relatively varied after all. Current Biology, 17, R605-R606.

Lyons, F., Kay, J., Hanley, J.R & Haslam, C. (2006). Selective preservation of memory for people in the context of semantic memory disorder: Patterns of association and dissociation. Neuropsychologia, 44, 2887-2898.

Hanley, J.R. (2005) Learning to read in Chinese.   In C. Hulme, & M. Snowling (Eds.). The Science of Reading, a Handbook.  Oxford: Blackwell Publishing.(pp 272-289).

Hanley, J.R., Masterson, J., Spencer, L & Evans, D. (2004) How long do the advantages of learning to read a transparent orthography last?  An investigation of the reading skills and reading impairment of Welsh children at 10-years of age. The Quarterly Journal of Experimental Psychology, 57, 1393-1410. (download pdf)

Hanley, J.R., Dell, G.A., Kay, J. & Baron, R. (2004). Evidence for the involvement of a nonlexical route in the repetition of familiar words; A comparison of single and dual route models of auditory repetition. Cognitive Neuropsychology, 21, 147-158. (download pdf)

Haslam, C., Kay, J., Hanley, J.R. & Lyons, F. (2004) Biographical knowledge Domain specific or domain-neutral? Cortex 40, 451-466.

Spencer, L & Hanley, J.R. (2004). Learning a transparent orthography at 5 years-old: Reading development of children during the first year of formal reading instruction in Wales. Journal of Research in Reading, 27, 1-14. (download pdf)

Humphrey, N. & Hanley, J.R (2004) The role of orthographic analogies in reading for meaning: evidence from normal and dyslexic beginning readers. Journal of Research in Reading, 27, 265-280.

Hanley, J.R. and Bakopoulou, E.(2003). Irrelevant speech, articulatory suppression and phonological similarity: A test of the phonological loop model and the feature model. Psychonomic Bulletin and Review, 10, 435-444. (download pdf)

Spencer, L & Hanley, J.R. (2003). The effects of orthographic consistency on reading development and phonological awareness; Evidence from children learning to read in Wales. British Journal of Psychology, 94, 1-28.

Haslam, C., Kay, J., & Hanley, J.R. (2002). Selective loss and preservation of biographical knowledge: Implications for representation. Neurocase, 8, 169-193. (download pdf)

Mycroft, R., Hanley, J.R & Kay, J. (2002).Preserved access to abstract letter identities despite abolished letter naming in a case of pure alexia. Journal of Neurolinguistics 15, 99-108. (download pdf)

Lyons, F., Hanley, J.R & Kay, J. (2002). Anomia for common names with preserved retrieval of names of people. Cortex, 38, 23-35. (download pdf)

Hanley, J.R., Kay, J. & Edwards, M. (2002). Imageability effects and phonological errors: Implications for models of auditory repetition. Cognitive Neuropsychology, 19, 193-206. (download pdf)

Kay, J., and Hanley, J.R. (2002). Preservation of memory for people in semantic memory: Further category-specific semantic dissociation. Cognitive Neuropsychology, 19, 113-133. (download pdf)

Kay, J., Hanley, J.R., & Miles, R. (2001). Exploring the relationship between proper name anomia and spoken word retrieval: A single case study. Cortex, 37, 501-517. (download pdf)

Hanley, J.R. & Peters, S. (2001). Allograph errors and impaired access to graphic motor codes in a case of unilateral agraphia of the dominant left hand. Cognitive Neuropsychology, 18, 307-321. (download pdf)

Hanley, J.R., Davies, A.D.M., Downes, J.J., Edwards, N., Gong, Q.Y. & Mayes, A.R. (2001). Remembering and knowing in a patient with preserved recognition and impaired recall. Neuropsychologia, 39, 1003-1010.

Wagstaff, G.F., Parkes, M. & Hanley, J R. (2001). A comparison of posthypnotic amnesia and the simulation of amnesia through brain injury. International Journal of Psychology and Psychological Therapy, 1, 67-78.

Cousins, R., Hanley, J.R., Davies, A.D.M., Turnbull, C.J. & Playfer, J.R. (2000). Understanding memory for faces in Parkinson's Disease: The role of configural processing. Neuropsychologia, 38, 837-847.

Hanley, J.R. & Turner, J.M. (2000). Why are familiar-only experiences more frequent for voices than for faces? The Quarterly Journal of Experimental Psychology, 53A, 1105-1116. (download pdf)

Kay, J., and Hanley, J.R. (1999). Person-specific knowledge and knowledge of biological categories. Cognitive Neuropsychology, 16, 171-180. (download pdf)

Hanley, J.R. Baker, G. & Ledson, S. (1999). Detecting the faking of amnesia: A comparison of the effectiveness of 3 different techniques for distinguishing simulators from amnesics. Journal of Clinical and Experimental Neuropsychology, 21, 59-69.

Hanley, J.R. Smith, T. & Hadfield, J. (1998). I recognise you but I can't place you: An investigation of familiar-only experiences during tests of voice and face recognition. The Quarterly Journal of Experimental Psychology, 51A, 179-195. (download pdf)

Hanley, J.R and Kay, J. (1998). Proper name anomia and anomia for the names of people: Functionally dissociable impairments ? Cortex, 34, 155-158. (download pdf)

Hanley, J.R and Kay, J. (1998). Does the graphemic buffer play a role in reading? Cognitive Neuropsychology, 15, 313-318. (download pdf)

Hanley, J.R. (1997). Reading and spelling impairments in undergraduate students with developmental dyslexia. Journal of Research in Reading, 20, 22-30. Special Issue entitled "Dyslexia in literate adults".

Craigie, M. & Hanley, J.R. (1997). Putting faces to names. British Journal of Psychology, 88, 157-171.

Huang, H-S & Hanley, J.R. (1997). A longitudinal study of phonological awareness, visual skills and Chinese reading acquisition amongst first graders in Taiwan. International Journal of Behavioral Development, 20, 249-268.

Hanley, J.R. (1997). Does articulatory suppression remove the irrelevant speech effect? Memory, 5, 423-431. (download pdf)

Hanley, J.R. & McDonnell, V. (1997). Are reading and spelling phonologically mediated? Evidence from a patient with a speech production impairment. Cognitive Neuropsychology, 14, 3-33. This paper also appeared in A. Caramazza (Ed) Access of phonological and orthographic forms: Evidence from dissociations in reading and spelling. (pp3-33) Psychology Press. (download pdf)

Hanley, J.R., Reynolds, C.J. & Thornton, A. (1997). Orthographic analogies and developmental dyslexia. British Journal of Psychology, 88, 423-440.

Hanley, J.R and Kay, J. (1997). An effect of imageability on the production of phonological errors in auditory repetition. Cognitive Neuropsychology, 14, 1065-1084. (download pdf)