Dr Emily Freeman

Dr Emily Freeman

Lecturer

School of Psychology

Career Summary

Biography

Dr Emily Freeman is a Lecturer in the School of Psychology at the University of Newcastle. Her current research focus is on child development, with an interest in both cognitive and social and emotional development. She is particularly interested in the role of play between parents and children and how this lays the foundations for positive child developmental outcomes.

Emily completed her PhD in Cognitive Psychology exploring the effects of lexical characteristics of stimuli, study and test contexts in recognition memory. During her Post-Doc she used EEG and state-trace analysis to examine the process(es) underlying recognition memory decisions.

More recently, Emily has been involved in projects examining working memory. Alongside an Industry Partner, Emily has worked to validate a new measure of working memory, the Working Memory Power Test for Children, and has explored the relationship between working memory and achievement in Primary School aged children. She also supervises a Clinical PhD student on a project looking at the impact of Early Life Stress on adult working memory ability. 

In her latest research endeavour, Emily has been exploring the role of father-child rough-and-tumble play (RTP) on child development. Through numerous projects in collaboration with numerous national and international researchers, she has published research looking at topics including how to measure the quality of play interactions, how RTP is related to fewer behavioural problems and increased prosocial behaviour in children, and even the relationship between RTP and injury risk. For an overview of these studies, head over to The Conversation for a brief overview: Kids Learn Valuable Life Skills through Rough and Tumble Play with their Dads.



Qualifications

  • PhD (Psychology), University of Newcastle
  • Bachelor of Science (Psychology)(Honours), University of Newcastle

Keywords

  • child development
  • cognitive neuroscience
  • cognitive psychology
  • developmental psychology
  • educational psychology
  • experimental psychology
  • family studies
  • father-child play
  • psychology
  • research methods
  • statistics

Fields of Research

Code Description Percentage
170102 Developmental Psychology and Ageing 50
170299 Cognitive Sciences not elsewhere classified 50

Professional Experience

Academic appointment

Dates Title Organisation / Department
1/4/2009 - 1/6/2009 Research Associate The University of Adelaide
Faculty of Health Sciences
Australia
1/7/2008 - 1/4/2009 Research Associate The Ohio State University
Department of Psychology
United States
1/7/2009 - 1/2/2012 Senior Researcher University of Newcastle
Family Action Centre
Australia
1/1/2012 - 1/12/2013 Research Associate University of Newcastle
Science & IT
Australia

Awards

Award

Year Award
2019 School of Psychology Award for Best Honours Supervision Practice
The University of Newcastle

Teaching

Code Course Role Duration
PSYC3000 Advanced Research Methods and Statistics in Psychology
The University of Newcastle

PSYC3000 examines advanced univariate research designs and inferential statistics. Statistical methods covered include analysis of variance and multiple linear regression. Students receive comprehensive training in the use of a statistical package in order to analyse, interpret and present findings. Students will critically evaluate research design and develop a research proposal implementing sound research methodology and ethical principles.

This course forms part of an Australian Psychology Accreditation Council's accredited sequence.

Course Coordinator and Lecturer 1/6/2015 - 31/12/2020
PSYC2200 Foundations of Psychological Interventions
The University of Newcastle
'Intervention' to change human behaviour underpins much of the professional application of psychology. Psychologists employ a wide variety of strategies to facilitate behaviour change, and implement these intervention strategies across a range of levels. This course will provide information on how theory informs practice across a number of approaches to therapy. Examples of how these approaches need to be tailored to different levels of intervention (e.g. individual vs couples and families) and particular groups (e.g. children vs elderly).
Course Coordinator and Lecturer 1/6/2016 - 31/12/2019
PSYC2300 Cognitive Psychology
The University of Newcastle

PSYC2300 examines psychological processes such as attention, memory, word recognition, reasoning and problem solving. Laboratory exercises are used to demonstrate these basic psychological processes.

This course forms part of an Australian Psychology Accreditation Council's accredited sequence.

Course Coordinator and Lecturer 1/1/2020 - 31/12/2020
PSYC6505 Research Development
The University of Newcastle
This Masters level course provides an overview of the steps in developing a research project from the stage of literature searching and question formulation, through to key issues of research design and choices of methodology, as well as planning for analysis and writing an ethics submission. Key underpinning principles of validity and reliability will be emphasised. Both quantitative and qualitative methodologies will be discussed, including critical appraisal of relevant published research papers. Key statistical tools for research of particular relevance to both clinical and health psychology fields will be reviewed, particularly techniques for multivariate analysis.
Course Coordinator and Lecturer 1/7/2014 - 31/12/2016
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Publications

For publications that are currently unpublished or in-press, details are shown in italics.


Journal article (16 outputs)

Year Citation Altmetrics Link
2019 Goodman JB, Freeman EE, Chalmers KA, 'The relationship between early life stress and working memory in adulthood: A systematic review and meta-analysis', Memory, 27 868-880 (2019) [C1]

© 2018, © 2018 Informa UK Limited, trading as Taylor & Francis Group. Exposure to early life stress has been linked to impairment in cognitive functioning in adulthood. The ... [more]

© 2018, © 2018 Informa UK Limited, trading as Taylor & Francis Group. Exposure to early life stress has been linked to impairment in cognitive functioning in adulthood. The aim of this study was to systematically review the literature on the relationship between early life stress and working memory, a central component of cognitive functioning. Database searches yielded 358 abstracts matching the search terms. Abstract screening followed by full-text review resulted in 26 publications suitable for inclusion, of which 23 were included in the meta-analysis. Results of the meta-analysis suggested exposure to early life stress was associated with poorer working memory. Even though there were a wide variety of working memory tasks used, this effect was significant for both phonological and visuospatial working memory tasks, and both visual and aural task presentation modalities. The effect was also found in samples with and without clinical psychopathology. This review provides recommendations for future research and implications for clinical practice.

DOI 10.1080/09658211.2018.1561897
Citations Scopus - 4Web of Science - 2
Co-authors Kerry Chalmers
2019 Chalmers KA, Freeman EE, 'Working Memory Power Test for Children', Journal of Psychoeducational Assessment, 37 105-111 (2019) [C1]

© The Author(s) 2017. Low working memory (WM) capacity has been linked to poor academic performance and problem behavior. Availability of easy-to-administer screening tests would ... [more]

© The Author(s) 2017. Low working memory (WM) capacity has been linked to poor academic performance and problem behavior. Availability of easy-to-administer screening tests would facilitate early detection of WM deficits. This study investigated the psychometric properties of the Working Memory Power Test for Children (WMPT) in 170 Australian schoolchildren (8½-11 years). Reliability (internal consistency) and validity of WMPT accuracy scores were examined. WMPT accuracy predicted achievement in reading, numeracy, and spelling. The results provide preliminary evidence of reliability and validity that supports interpretation of the WMPT accuracy score. With additional research, the WMPT could be valuable as an easy-to-administer screener for WM deficits.

DOI 10.1177/0734282917731458
Citations Scopus - 2Web of Science - 1
Co-authors Kerry Chalmers
2018 Chalmers KA, Freeman EE, 'A Comparison of Single and Multi-Test Working Memory Assessments in Predicting Academic Achievement in Children', Journal of Psychology: Interdisciplinary and Applied, 152 613-629 (2018) [C1]

© 2018, © 2018 Taylor & Francis Group, LLC. Children assessed as having low working memory capacity have also been shown to perform more poorly than their same-aged peers in... [more]

© 2018, © 2018 Taylor & Francis Group, LLC. Children assessed as having low working memory capacity have also been shown to perform more poorly than their same-aged peers in measures of academic achievement. Early detection of working memory problems is, therefore, an important first step in reducing the impact of a working memory deficit on the development of academic skills. In this study, we compared a single-test assessment, the Working Memory Power Test for Children (WMPT) and a multi-test assessment, the Automated Working Memory Assessment (AWMA), in their ability to predict academic achievement in reading, numeracy, and spelling. A total of 132 Australian school children (mean age 9¿years, 9¿months) participated in the research. Strong positive correlations between the WMPT and AWMA total scores were found, indicating good convergent validity of the single and multi-test measures. WMPT scores correlated with each of the four AWMA subtests designed to assess verbal and visuospatial short-term and working memory. WMPT and AWMA scores separately predicted performance on Word Reading, Numerical Operations, and Spelling. Compared with either measure alone, the WMPT and the AWMA in combination predicted more of the variance in Word Reading and Numerical Operations, but not in Spelling. Theoretical and practical implications of these findings are discussed.

DOI 10.1080/00223980.2018.1491469
Citations Scopus - 2Web of Science - 1
Co-authors Kerry Chalmers
2018 St George J, Freeman EE, 'Social-emotional learning through a drumming intervention', Approaches: An Interdisciplinary Journal of Music Therapy, (2018)
Co-authors Jennifer Stgeorge
2018 Chalmers KA, Freeman EE, 'Does accuracy and confidence in working memory performance relate to academic achievement in NAPLAN, the Australian national curriculum assessment?', Australian Journal of Psychology, 70 388-395 (2018) [C1]

© 2018 The Australian Psychological Society Objective: The aim of this study was to examine how accuracy and confidence in working memory performance relates to academic achieveme... [more]

© 2018 The Australian Psychological Society Objective: The aim of this study was to examine how accuracy and confidence in working memory performance relates to academic achievement as assessed in the Australian national curriculum assessment (National Assessment Program¿Literacy and Numeracy (NAPLAN)). Method: A total of 150 Australian schoolchildren enrolled in Year 4 participated in the study. Accuracy and confidence in performance of a working memory task were assessed. Associations between these working memory measurements and scores in each of the NAPLAN domains (numeracy, reading, persuasive writing, grammar, and spelling) were examined, separately for males and females. Results: Accuracy in working memory performance was associated with achievement in all five NAPLAN domains, in both males and females. Confidence in working memory performance was also related to achievement, but the pattern of results differed for males and females. For females, significant associations were found between confidence and achievement in numeracy, reading, writing, and spelling. For males, confidence was associated with achievement in numeracy only. Females outperformed males in persuasive writing. There was a non-significant trend for males to outperform females in numeracy. Conclusion: The strong links between working memory and achievement highlight the importance of early detection of working memory problems. Further research is needed to examine the extent to which the pattern of results generalises to other year levels.

DOI 10.1111/ajpy.12207
Co-authors Kerry Chalmers
2017 St George JM, Freeman E, 'Measurement of rough-and-tumble play and its relations to child behaviour', Journal of Infant Mental Health, 38 709-725 (2017) [C1]
DOI 10.1002/imhj.21676
Citations Scopus - 22Web of Science - 17
Co-authors Jennifer Stgeorge
2017 Freeman EE, Karayanidis F, Chalmers KA, 'Metacognitive monitoring of working memory performance and its relationship to academic achievement in Grade 4 children', Learning and Individual Differences, 57 58-64 (2017) [C1]

© 2017 Elsevier Inc. The relationship between metacognitive monitoring of working memory performance and academic achievement was examined in 73 Grade 4 children. Working memory w... [more]

© 2017 Elsevier Inc. The relationship between metacognitive monitoring of working memory performance and academic achievement was examined in 73 Grade 4 children. Working memory was assessed using the Working Memory Power Test (WMPT) for children. Metacognitive monitoring was assessed by confidence ratings and two calibration measures, the Bias Index and the Absolute Accuracy Index, calculated from WMPT scores. Children also completed the Wechsler Individual Achievement Test - Australian Abbreviated (WIAT-II). Regression analyses showed the Bias Index was the best metacognitive monitoring calibration measure for predicting academic achievement. These findings extend previous research in two important ways. Firstly, we have shown that Grade 4 children have metacognitive monitoring abilities. Secondly, we have demonstrated that children are able to metacognitively monitor their working memory performance and that the calibration of this monitoring is related to their academic achievement.

DOI 10.1016/j.lindif.2017.06.003
Citations Scopus - 8Web of Science - 8
Co-authors Frini Karayanidis, Kerry Chalmers
2015 StGeorge J, Fletcher R, Freeman E, Paquette D, Dumont C, 'Father child interactions and children's risk of injury', Early Child Development and Care, (2015) [C1]

Unintentional injury is an important cause of infant and child hospitalisation and parents play a key role in reducing children's risk-taking behaviour. Studies show that mat... [more]

Unintentional injury is an important cause of infant and child hospitalisation and parents play a key role in reducing children's risk-taking behaviour. Studies show that maternal and paternal parenting and supervision of children differ, but there is little research showing how fathers¿ parenting may influence children's tendency to engage in risk-taking behaviour. Recent theoretical developments suggest that father's parenting may be particularly effective in encouraging safe risk taking. In this study, we examine how well parenting practices typically undertaken by fathers predict rates of children's injury risk at three years. Questionnaire data were collected from 46 fathers. Results show that both duration of rough-and-tumble play and fathers¿ encouragement of perseverance predicted lower rates of injury behaviours, while their stimulation of risk taking predicted higher rates of injury behaviours. The results are discussed in the light of developmentally appropriate risk taking and fathering.

DOI 10.1080/03004430.2014.1000888
Citations Scopus - 12Web of Science - 10
Co-authors Jennifer Stgeorge, Richard Fletcher
2013 Fletcher R, StGeorge J, Freeman E, 'Rough and tumble play quality: Theoretical foundations for a new measure of father-child interaction', Early Child Development and Care, 183 746-759 (2013) [C1]

Energetic, competitive, body-contact play (rough and tumble play (RTP)) is commonly observed among young children and is reported as an important feature of father-child relations... [more]

Energetic, competitive, body-contact play (rough and tumble play (RTP)) is commonly observed among young children and is reported as an important feature of father-child relationships. Animal studies have demonstrated positive developmental effects of peer-peer play-wrestling, influencing cognitive and social outcomes. The purpose of this paper is to discuss the nature of RTP between father and child and its relationship to child development and to describe a theoretically informed measure of the quality of father-child RTP. © 2013 Copyright Taylor and Francis Group, LLC.

DOI 10.1080/03004430.2012.723439
Citations Scopus - 52Web of Science - 10
Co-authors Richard Fletcher, Jennifer Stgeorge
2013 Freeman E, Ross NM, St George J, Fletcher R, 'A quantitative analysis of practitioners' knowledge of fathers and fathers' engagement in family relationship services', Australasian Dispute Resolution Journal, 24 270-277 (2013) [C1]
Citations Web of Science - 1
Co-authors Richard Fletcher, Jennifer Stgeorge, Nicola Ross
2012 Freeman EE, Fletcher R, Collins CE, Morgan PJ, Burrows TL, Callister R, 'Preventing and treating childhood obesity: Time to target fathers', International Journal of Obesity, 36 12-15 (2012) [C1]
DOI 10.1038/ijo.2011.198
Citations Scopus - 76Web of Science - 75
Co-authors Tracy Burrows, Robin Callister, Richard Fletcher, Clare Collins, Philip Morgan
2011 Fletcher R, Freeman EE, Matthey S, 'The impact of behavioural parent training on fathers' parenting: A meta-analysis of the triple-p positive parenting program', Fathering: A Journal of Theory, Research, & Practice about Men as Fathers, 9 291-312 (2011) [C1]
Co-authors Richard Fletcher
2011 Fletcher R, Freeman EE, Garfield C, Vimpani GV, 'The effects of early paternal depression on children's development', Medical Journal of Australia, 195 685-689 (2011) [C1]
Citations Scopus - 75Web of Science - 66
Co-authors Richard Fletcher
2010 Freeman EE, Heathcote AJ, Chalmers KA, Hockley W, 'Item effects in recognition memory for words', Journal of Memory and Language, 62 1-18 (2010) [C1]
DOI 10.1016/j.jml.2009.09.004
Citations Scopus - 30Web of Science - 28
Co-authors Andrew Heathcote, Kerry Chalmers
2010 Heathcote AJ, Bora B, Freeman EE, 'Recollection and confidence in two-alternative forced choice episodic recognition', Journal of Memory and Language, 62 183-203 (2010) [C1]
DOI 10.1016/j.jml.2009.11.003
Citations Scopus - 16Web of Science - 14
Co-authors Andrew Heathcote
2009 Heathcote AJ, Freeman EE, Etherington JL, Tonkin J, Bora B, 'A dissociation between similarity effects in episodic face recognition', Psychonomic Bulletin & Review, 16 824-831 (2009) [C1]
DOI 10.3758/pbr.16.5.824
Citations Scopus - 19Web of Science - 17
Co-authors Andrew Heathcote
Show 13 more journal articles

Conference (16 outputs)

Year Citation Altmetrics Link
2019 Freeman E, Robinson E, 'The impact of father-child play interactions on cognitive development', Monreal, Quebec, Canada (2019)
2019 Robinson E, Freeman E, 'The impact of father-child play interactions on child development A systematic-review', HMRI, Newcastle, Australia (2019)
2018 Goodman J, Chalmers K, Freeman E, 'Associations between childhood trauma and working memory ability in adulthood', AUSTRALIAN PSYCHOLOGIST (2018)
Co-authors Kerry Chalmers
2018 Chalmers K, Freeman E, Goodman J, 'A latent variable analysis of measures of working memory.', Abstracts of the 59th Annual Meeting of the Psychonomic Society, Volume 23., New Orleans, LA, USA (2018)
Co-authors Kerry Chalmers
2016 Goodman J, Freeman E, Chalmers K, 'Working Towards a Comprehensive Assessment of Working Memory: Implications for the Assessment of ADHD', Melbourne, Australia (2016)
Co-authors Kerry Chalmers
2016 Chalmers KA, Freeman EE, 'Validation of the Working Memory Power Test for Children', Granada, Spain (2016)
Co-authors Kerry Chalmers
2016 Chalmers KA, Goodman JB, freeman EE, 'Assessment of working memory: Implications for Attention Deficit Hyperactive Disorder', Athens, Greece (2016)
Co-authors Kerry Chalmers
2015 Chalmers KA, Freeman E, 'The working memory power test for children', University of Sydney (2015) [E3]
Co-authors Kerry Chalmers
2015 Freeman E, Tillman G, 'Recognition memory for familiar and unfamiliar words: Links between encoding and retrieval', Chicago, IL (2015) [E3]
2015 Chalmers KA, Freeman E, Pritchard LM, 'The structure of working meory: Does it differ for children and adults?', Chicago, Illinois (2015) [E3]
Co-authors Kerry Chalmers
2014 Chalmers KA, Freeman E, Karayanidis F, 'Working memory confidence and accuracy as predictors of reading, spelling and numeracy', Abstracts of the Psychonomic Society, Long Beach California (2014) [E3]
Co-authors Frini Karayanidis, Kerry Chalmers
2014 Freeman E, Dunn JC, Dennis SJ, Rhodes G, 'An examination of the processes underlying the recognition memory decision: A statetrace analysis of behavioural and ERP data', Long Beach, California (2014)
Co-authors Simon Dennis
2014 Chalmers KA, Freeman E, 'Working memory confidence and accuracy as predictors of reading, spelling and numeracy', Long Beach, California (2014)
Co-authors Kerry Chalmers
2013 Dunn JC, Dennis SJ, Freeman E, 'A procedure for identifying a recognition memory signal in event-related potentials using monotonic regression', Sydney, Australia (2013)
Co-authors Simon Dennis
2012 Dunn JC, Dennis S, Freeman E, Burdakov O, 'Identifying the functional components of event-related potentials using state-trace analysis', Sardinia (2012)
Co-authors Simon Dennis
2006 Bohlscheid EE, Chalmers KA, Heathcote AJ, Hockley WE, 'Reflections on the mirror effect: Comparisons of word frequency and nonword pronounceability', Australian Journal of Psychology V58, Suppl: Proceedings of the 33rd Australasian Experimental Psychology Conference, Brisbane (2006) [E3]
Co-authors Kerry Chalmers, Andrew Heathcote
Show 13 more conferences

Creative Work (1 outputs)

Year Citation Altmetrics Link
2019 Kelly M, Pohlman S, Marlin S, Shaw G, Shadbolt J, Foulcher N, et al., Brain @ Watt Space, Watt Space Gallery (2019)
Co-authors Sonja Pohlman, Michelle Kelly, Stuart Marlin

Other (1 outputs)

Year Citation Altmetrics Link
2019 Freeman E, 'Kids learn valuable life skills through rough-and-tumble play with their dads', . https://theconversation.com/kids-learn-valuable-life-skills-through-rough-and-tumble-play-with-their-dads-119241: The Conversation (2019)
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Grants and Funding

Summary

Number of grants 8
Total funding $423,835

Click on a grant title below to expand the full details for that specific grant.


20202 grants / $304,046

HMRI MRSP Brain and Mental Health 2020$215,825

Funding body: Hunter Medical Research Institute

Funding body Hunter Medical Research Institute
Project Team Professor Alan Brichta, Professor Sally Chan, Doctor Sally Hunt, Doctor Agatha Conrad, Professor Scott Brown, Doctor Emily Freeman, Associate Professor Doug Smith, Associate Professor Estelle Sontag, Doctor Carmel Smart
Scheme NSW MRSP Infrastructure Grant
Role Investigator
Funding Start 2020
Funding Finish 2020
GNo G1901478
Type Of Funding C2220 - Aust StateTerritoryLocal - Other
Category 2220
UON Y

DadsPlay2 – Feasibility of a father-child play program for children with behavioural difficulties$88,221

Funding body: Department of Health

Funding body Department of Health
Project Team Doctor Jennifer St George, Professor Alison Lane, Doctor Linda Campbell, Doctor Emily Freeman
Scheme Child and Youth Health GO2648
Role Investigator
Funding Start 2020
Funding Finish 2022
GNo G1901441
Type Of Funding C1500 - Aust Competitive - Commonwealth Other
Category 1500
UON Y

20191 grants / $7,400

The Feasibility of Father-Child Rough-and-Tumble Play as a Behavioural Intervention Technique$7,400

The aim of this project is to run a pilot study to examine the effectiveness of a play-based, father-focussed parenting intervention to reduce child behaviour problems. It is proposed that a parenting intervention for fathers that gives guidance on what constitutes good quality RTP will not only improve the quality father-child play interactions, but will also result in a reduction in child behaviour problems.

Funding body: Faculty of Science | University of Newcastle

Funding body Faculty of Science | University of Newcastle
Scheme Faculty Strategic Investment Funding
Role Lead
Funding Start 2019
Funding Finish 2019
GNo
Type Of Funding Internal
Category INTE
UON N

20171 grants / $7,000

Prospective study of the impact of father-child interaction on child behaviour$7,000

Prospective study of the impact of father-child interaction on child behaviour

The aim of the current research is to develop and test models of causal associations between fathers’ play and children’s behavioural development using a longitudinal design. We propose a follow-up study of the toddlers engaged in our previous research. Specifically, the research will determine whether the quality of play prospectively improves children’s attention, hyperactivity and/or impulsivity at age 3-4, accounting for father and family variables.

Funding body: Faculty of Science and Information Technology

Funding body Faculty of Science and Information Technology
Project Team

Dr Jennifer StGeorge; Dr Linda Campbell; Dr Emily Freeman

Scheme Strategic small grant
Role Investigator
Funding Start 2017
Funding Finish 2017
GNo
Type Of Funding Internal
Category INTE
UON N

20161 grants / $1,002

FHEAM 2016 Strategic Pilot Grant$1,002

Neurological and cognitive correlates of father-child play

This application seeks funding to purchase a set of validated assessment tools to assess executive
function and sensory processing in children aged 18 months to 5 years.

Funding body: Faculty of Health and Medicine Pilot Grant University of Newcastle

Funding body Faculty of Health and Medicine Pilot Grant University of Newcastle
Project Team

Dr Jennifer StGeorge; Professor Shelly Lane; Dr Emily Freeman

Scheme UON Faculty of Health and Medicine Pilot Grant
Role Investigator
Funding Start 2016
Funding Finish 2016
GNo
Type Of Funding Internal
Category INTE
UON N

20141 grants / $1,887

Are short and long term memory really different systems? A context-based alternative $1,887

Funding body: Keats Endowment Research Fund

Funding body Keats Endowment Research Fund
Project Team Doctor Emily Freeman, Conjoint Professor Simon Dennis, Associate Professor Kerry Chalmers, Doctor Adam Osth
Scheme Research Grant
Role Lead
Funding Start 2014
Funding Finish 2014
GNo G1400745
Type Of Funding C3112 - Aust Not for profit
Category 3112
UON Y

20121 grants / $12,500

Are two processes one too many? A state-trace analysis of recognition memory for familiar and unfamiliar words.$12,500

Funding body: Keats Endowment Research Fund

Funding body Keats Endowment Research Fund
Project Team Associate Professor Kerry Chalmers, Doctor Emily Freeman
Scheme Research Grant
Role Investigator
Funding Start 2012
Funding Finish 2012
GNo G1201245
Type Of Funding Grant - Aust Non Government
Category 3AFG
UON Y

20111 grants / $90,000

Investigation of recognition memory in behavioural, electrophysiological, and functional neuroimaging domains using state trace analysis$90,000

Funding body: ARC (Australian Research Council)

Funding body ARC (Australian Research Council)
Project Team Professor John Dunn, Dr Greig De Zubicaray, Doctor Emily Freeman
Scheme Discovery Projects
Role Lead
Funding Start 2011
Funding Finish 2013
GNo G1100467
Type Of Funding Aust Competitive - Commonwealth
Category 1CS
UON Y
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Research Supervision

Number of supervisions

Completed2
Current0

Past Supervision

Year Level of Study Research Title Program Supervisor Type
2018 Masters The relationship between paternal parenting stress and rough and tumble play Psychology, Faculty of Science and Information Technology, The University of Newcastle | Australia Principal Supervisor
2017 Masters The relationship between child anxiety and paternal facilitation of child exploration Psychology, The University of Newcastle Principal Supervisor
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Research Collaborations

The map is a representation of a researchers co-authorship with collaborators across the globe. The map displays the number of publications against a country, where there is at least one co-author based in that country. Data is sourced from the University of Newcastle research publication management system (NURO) and may not fully represent the authors complete body of work.

Country Count of Publications
Australia 17
Canada 3
United States 1
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News

Kids learn valuable life skills through rough-and-tumble play with their dads

August 21, 2020

When dads engage in active play with their kids they actually help them cope better with some of the challenges they'll face in life. And no reason why mums can't join in the fun as well.

Dr Emily Freeman

Position

Lecturer
Cognitive Research Group
School of Psychology
Faculty of Science

Contact Details

Email emily.freeman@newcastle.edu.au
Phone 4921 6115
Links Twitter
Facebook

Office

Room W251
Building Behavioural Sciences Building
Location Callaghan
University Drive
Callaghan, NSW 2308
Australia
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