Peter Bryant, FRS
Curriculum
vitae
Date of Birth : 24 June 1937
1961 : B.A., Cambridge, Psychology, First Class
1963 : Ph.D., London
1991 : Fellow of The Royal Society
1961-67 Social
Psychiatry Research Unit, Medical Research Council, Institute
of Psychiatry,
Maudsley Hospital.
1961-63 Graduate
Student (MRC).
1963 Ph.D.,
London. Learning and transfer in mentally handicapped
children.
1963-67 Member
of Scientific Staff (MRC), Social Psychiatry Research Unit.
1964-65 M.H.R.F.Travelling
Fellowship (for six months) with Professor J.Piaget, at the
Institut des Sciences de l'Education, University of Geneva.
1967-80 University
Lecturer, Department of Experimental Psychology, Oxford. Fellow
of St. John's College, Oxford.
1977 Visiting
Professor, Eotvos Lorand University, Budapest.
1979 Visiting
Fellow, Van Leer Foundation, Jerusalem.
1980 -2004 Watts Professor of
Psychology, University of Oxford.
Professorial Fellow of Wolfson College, Oxford.
1982-88 Founding
Editor of British Journal of Developmental Psychology.
1982 Visiting
Scholar, U.C.L.A.
1982-3 President
of Developmental Section of the British Psychological Society.
1983 Visiting
Professor, Free University of Brussels.
1983 Consultant
and Visiting Professor, Federal University of Pernambuco, Brazil.
1984 Awarded
President's Award by the British Psychological Society.
1987 British
Council Visitor and Consultant to Child Development Project,
University of Malaysia, Kuala Lumpur.
1990 Apr-Sept: Visiting
Professor, Federal University of Pernambuco, Brazil.
1990 - Member
Academia Europaea
1991 - Fellow
of the Royal Society.
1991 (July) Received
the APPORT International Award for "contributions to
Psychology and cooperation with Portuguese Psychology".
1999 Awarded
the Society for the Scientific Study of Reading's award for
Outstanding Scientific Contribution
2000 - Editor
of Cognitive Development (an Elsevier journal)
2004- (on
retirement) Emeritus Fellow, Wollfson College, Oxford.
2004-2009 Visiting
Professor, Oxford Brookes University
2004-2005 Emeritus
Fellowship, Leverhulme Trust.
*******************
Journals/papers
1 .Bryant,
P.E. (1964) The effect of verbal instruction on transfer
in normal and severely sub-normal children.Journal of
Mental Deficiency Research,8, 35-43.
2. Bryant,
P.E. (1964) Verbalisation and flexibility in retarded children.
Proceedings of Copenhagen International Congress on Scientific
Study of Mental Retardation.
3. Bryant,
P.E. (1965) The transfer of positive and negative learning
by normal
and
severely subnormal children. British Journal of Psychology,
56, 81-86.
4. Bryant,
P.E. (1965) The transfer of sorting concepts by moderately
retarded children. American Journal of Mental Deficiency,
70, 291-300.
5. Oatley,
K.G., Bryant, P.E. and Tinson, C. (1965) Non-reinforcement
and the emission of alternative responses by
severely sub-normal children. Journal of Mental Deficiency
Research, 9, 191-200.
6. Bryant,
P.E. (1965) The effects of verbal labelling on recall and
recognition in normaland severely subnormal children. Journal
of Mental Deficiency Research, 9, 229-236.
7. Bryant,
P.E. (1965) The effects of verbal labelling on recognition
of pictures and names in severely subnormal and normal subjects. Journal
of Mental Deficiency Research, 9, 237-244.
8. Bryant,
P.E. (1967) Verbalisation and immediate memory of complex
stimuli in normal and British Journal of Social and Clinical
Psychology, 6, 212-219.
9. Bryant,
P.E. (1967) The causes of failures in children to sort by
two different dimensions on successive trials. British
Journal of Educational Psychology, 37, 320-328.
10. Bryant,
P.E. (1967) Verbal labelling and learning strategies in normal
and severely subnormal children. Quarterly
Journal of Experimental Psychology, 19, 155-161.
11. Bryant,
P.E. (1967) Verbal labelling and the learning of a Complex Discrimination
by normal and severely subnormal children. Language
and Speech, 10, 36-45.
12. Bryant,
P.E. (1967) Transfer processes in young children. Bulletin
of British Psychological Society, 20, No. 7.
13. Bryant,
P.E. (1967) Selective attention and learning in severely
subnormals. Proceedings of
Montpelier International Congress on Scientific Study of
Mental Retardation.
14. Bryant,
P.E. (1967) Practical implications of studies of transfer
of learning. Journal of Mental Subnormality, 13, 78-80.
15. Bryant, P.E. (1968)
Comments on the design of cross-modal experiments. Cortex,
4, 127-137.
16. Bryant,
P.E. (1969) Perception and memory of the orientation of visually presented
lines by children. Nature, 224, 1331-1332.
17. Bryant,
P.E. and Weightman, J. (1969) Discrimination learning and
the learning of letters by young children. Journal of
Mental Deficiency Research, 13, 221-234.
18. Milner,
A.D. and Bryant, P.E. (1970) Cross-modal matching by young
children. Journal
of Comparative Psychology, 71, 453-458.
19. Bryant,
P.E. (1970) Perceptual learning in the severely subnormal. Proceedings
of 2nd Congress of International Association for the Scientific
Study of Mental Deficiency. Warsaw, Poland.
20. Bryant,
P.E. (1971) Discrimination learning and the transfer of learning
in young children. British Journal of Psychology,
62, 1-11.
21. Bryant, P.E. (1971)
Cognitive development. British Medical Bulletin, 27,
200-205.
22 Bryant, P.E.
and Trabasso, T. (1971) Transitive inferences and memory
in young children. Nature, 232, 456-458.
23. Lawrenson,
W. and Bryant, P.E. (1972) Absolute and relative codes in
young children. Journal of Child Psychology
and Child Psychiatry, 13, 25-35.
24 Bryant, P.E.
(1972) The understanding of invariance by very young children. Canadian
Journal of Psychology, 26, 78-96.
25. Bryant,
P.E., Jones, P., Claxton, V., and Perkins, G.M. (1972) Recognition
of shapes across modalities. Nature, 240, 303-304.
26. Bryant,
P.E. (1973) Discrimination of mirror images by young children. Journal
of Comparative Physiological Psychology, 82, 415-425.
27. Bryant,
P.E. and Raz, I. (1975) Visual and tactual perception of
shape by young children. Developmental Psychology,
11, 525-526.
28. Bryant,
P.E. and Kopytnska, H. (1976) Spontaneous measurement by
young children. Nature, 260, 773.
29. Ibbotson,
A. and Bryant, P.E. (1976) The perpendicular error
and the vertical effect in children's drawing. Perception,
5, 319-326.
30. Bremner,
J.G. and Bryant, P.E. (1977) Place vs. response as the basis
of spatial
errors made by young infants. Journal of Experimental
Child Psychology, 23, 162-171.
31. Bradley,
L. and Bryant, P.E. (1978) Difficulties in auditory organsisation
as a possible cause of reading backwardness. Nature,
217, 746-747.
32. Bradley,
L. and Bryant, P.E. (1979) The independence of reading and
spelling in backward and normal readers. Developmental
Medicine and Child Neurology, 21, 504-514.
33. Bradley,
L., Hulme, C., and Bryant, P.E. (1979) The connexion between different
verbal difficulties in a backward reader: a case study. Developmental
Medicine and Child Neurology, 21(6), 790-795.
34. Bryant,
P.E. and Bradley, L. (1979) A psychological view of an educational
controversy and an educational view of a psychological controversy. Westminster
Studies in Education, 2, 67-74.
35. Gaines,
R., Mandler, J. and Bryant, P.E. (1981) Immediate and delayed
story recall by hearing and deaf children. Journal
of Speech & Hearing Research, 24, 463-469.
36. Bradley,
L. and Bryant, P.E. (1981) Visual memory and phonological
skills in reading and spelling backwardness. Psychological
Research, 43, 193-199.
37. Bryant,
P.E. (1982) Piaget's questions. British Journal
of Psychology, 73, 157-161.
38. Bryant,
P.E. (1982) The role of conflict and of agreement between
intellectual strategies in children's ideas
about measurement. British Journal of Psychology,
73, 243-251.
39. Lewis,
V.A. and Bryant, P.E. (1982) Touch and vision in normal and
Down's syndrome babies. Perception, 11, 691-701.
40. Bradley,
L. and Bryant, P.E. (1983) Categorising sounds and learning
to read: a causal connexion. Nature, 301, 419-421.
41. Kimura,
Y. and Bryant, P.E. (1983) Reading and writing in English
and Japanese: a cross-cultural study of young children. British
Journal of Developmental Psychology, 1, 143-154.
42. Samuel,
J. and Bryant, P.E. (1984) Asking only one question in the
conservation experiment. Journal of Child Psychology
and Psychiatry, 25,
315-318.
43. Bryant,
P.E. (1984) Piaget, Teachers and Psychologists. Oxford
Review of Education, 10, 251-259.
44. Bryant,
P.E. (1985) The distinction between knowing when to do
a sum and knowing how to do it. Educational Psychology,
5, 207-215.
45. Bryant,
P.E. and Bradley, L. (1985) Phonetic analysis capacity
and learning to read. Nature, 313, 73-74.
46. Somerville,
S. and Bryant, P.E. (1985) Young children's use of spatial
coordinates. Child Development, 56, 604-613.
47. Bryant,
P.E. and Goswami, U. (1986) The strengths and weaknesses
of the reading level design. A comment on Backman,
Mamen and Ferguson. Psychological Bulletin,
100, 101-103.
48. Bryant,
P.E. and Somerville, S.C. (1986) The spatial demands of
graphs. British
Journal of Psychology, 77, 187-197.
49. Bryant,
P.E. and Impey, L. (1986) The similarities between normal
readers and developmental and acquired dyslexics. Cognition,
24, 121-137.
50. MacLean,
M., Bryant, P.E. and Bradley, L. (1987) Rhymes, nursery rhymes
and reading
in early childhood. Merill Palmer Quarterly,
33, 255-281.
51. Bryant,
P.E. and Bradley, L. (1987) "Knowing" and empirical
research. British Journal of Educational Psychology,
57, 249-252.
52. Bryant,
P.E. (1987) Priorities in Developmental Psychology. International
Journal of Behavioural Development, 10, 415-422.
53. Bryant,
P.E. and Goswami, U. (1987) Beyond grapheme-phoneme
correspondence. Cahiers de Psychologie Cognitive,
7, 439-443.
54. Frydman,
O. and Bryant, P.E. (1988) Sharing and the understanding
of number equivalence by young children. Cognitive
Development, 3, 323-339.
55. Bryant,
P.E. (1989) Unevenness in mathematical and cognitive development:
a discussion of the five papers. The Quarterly
Newsletter of the Laboratory of Comparative Human Cognition,
Jan/Apr., 11, 34-38.
56. Bryant,
P.E. (1989) Commentary on Graham S. Halford's paper, Reflections
on 25
years of Piagetian Cognitive Developmental Psychology,
1963-88. Human
Development, 32, 369-374.
57. Bryant,
P.E., Bradley, L., MacLean, M. and Crossland, J. (1989)
Nursery rhymes, phonological skills and reading. Journal of Child
Language, 16, 407-428.
58. Das
Gupta, P. and Bryant, P.E. (1989) Young children's causal
inferences. Child Development, 60,
1138-1146.
59. Goswami,
U. and Bryant, P.E. (1989) The interpretation of studies
using the reading level design. Journal of Reading
Behavior, 21, 413-424.
60. Kirtley,
C., Bryant, P.E., MacLean, M. and Bradley, L. (1989) Rhyme,
rime and the onset of reading. Journal of Experimental
Child Psychology, 48, 224-245.
61. Bryant,
P., MacLean, M., Bradley, L. and Crossland, J. (1990) Rhyme
and alliteration, phoneme detection and learning to read. Developmental Psychology,
26, 429-438.
62. Bryant,
P. and Goswami, U. (1990) Comparisons between
backward and normal readers: a risky business. British
Psychological Society (Education Section) Review: Open
Dialogue, 14, 3-10. Author's reply: pp.26-28.
63. Pratt,
C. and Bryant, P.E. (1990) Young children understand that
looking leads to knowing (so long as they are looking into
a single barrel). Child Development, 61, 973-982.
64. Bryant,
P., MacLean, M. and Bradley, L. (1990) Rhyme, language
and children's reading. Applied Psycholinguistics,
11, 237-252.
64A. Bryant, P., MacLean, M. and Bradley
L. (1990) Comments on 'Rhyme, language and children's
reading'. A reply to Dr. Judith Bowey's comment on
Rhyme,language and children's reading'.Applied Psycholinguistics, 11, 449-450.
65. Pears,
R. and Bryant, P.E. (1990) Transitive inferences by young
children about spatial position. British Journal
of Psychology, 81, 497-510.
66. Raz,
I. and Bryant, P.E. (1990) Social background, phonological
awareness and children's
reading. British Journal of Developmental Psychology,
8, 209-225.Bryant, P.E. (1991) Phonological awareness
is a precursor, not a prerequisite of reading. Mind
and Language, 6, 102-106.
68. Spinillo,
A. and Bryant, P.E. (1991) Children's proportional
judgements: the importance of half. Child
Development, 62, 427-440.
69. Bryant,
P.E. (1991) Face to face with babies. Nature, 354, 19.
70. Nunes,
T. and Bryant, P.E. (1991) Corrêspondencia: um esquema
quantitativo básico. Psicologia: Teoria e Pesquisa,
7, 273‑284.
71. Bryant,
P.E. (1992) Arithmetic in the cradle. Nature, 358,
712‑713.
72. Rego,
L.L.B. and Bryant, P.E. (1993) The connection between
phonological, syntactic and semantic skills and children's
reading and spelling. European Journal of Psychology
of Education, 8(3) 235-246.
73. Roazzi,
Dowker, A. and Bryant, P.E. (1993) Phonological abilities
of Brazilian street poets. Applied Psycholinguistics, l4,
535-551.
74. Frydman,
O. and Bryant, P.E. (l994) Children's understanding of multiplicative
relationships in the construction of quantitative equivalence. Journal
of Experimental Child Psychology, 58 489-509
75. Bryant,
P E (l995) Children & Arithmetic Journal of Child
Psychology & Psychiatry Vol 36, No l, 3 - 32
76. Nunes, T & Bryant
P (1995) Do Problem Situations Influence Children's
Understanding of the Commutativity
of Multiplication? Mathematical Cognition Vol 1 121-164
77. Bryant.,
P. (l995) The Three Faces of Learning to count Cahiers
Psychologie Cognitive (Current Psychology of Cognition)
Vol 14, No 6, 703-709
78. Snowling,
M.J., Bryant, P. & Hulme, C. (1996) Theoretical
and methodological pitfalls in making comparison between
the developmental and acquired dyslexia: Some comments on
A. Castles & M Coltheart (1993) Reading and Writing:
An Interdisciplinary Journal, 8, 443-451
79. Bryant,
P., MacLean, M. Bradley, L.L.& Crossland, J. (l996)
Rhyme & literation,Phoneme detection and Learning to
Read. Prezeglad Psychologiczny (The Polish Review
of Psychology), Vol 39, (1-2) 31-5l
80. Bryant,
P., Devine, M., Ledward, A. & Nunes, T. (1997)
Spelling with apostrophes
and understanding possession. British
Journal of Educational Psychology 67, 91-110
81 Roazzi, A. & Bryant,
P. (l997) Explicitness and Conservation: Social Class Differences International
Journal of Behavioral Development 21 (1) 51-70
82 Bryant P, Nunes
T & Bindman M (1998) Awareness of Language in Children
Who have Reading Difficulties: Historical Comparisons
in a longitudinal Study Journal of Child Psychology & Psychiatry
Vol 39 No 4 pp 501-510
83. Nunes,
T., Bryant, P., Bindman, M. (1997) Morphological Spelling
Strategies: Developmental Stages and Processes, Developmental
Psychology , 33, 637-649
84. Bryant,
P., Nunes, T., Bindman, M (l977) Backward readers' awareness
of language: Strengths and
weaknesses European Journal of Psychology of Education (Special
Issue) Children with Special Needs, 12, 357 - 372
85. Nunes, T., Bryant,
P., Bindman, M. (1997) Learning to Spell Regular and Irregular Verbs Reading & Writing, 9,
427-449
86. Ho, C. S-H., & Bryant,
P. (l997) Phonological Skills are Important in Learning to
Read Chinese Developmental Psychology 33, 6, 946-951
87. Ho,
C. S-H & Bryant, P. (l997) Learning to read Chinese beyond
the logographic phase. Reading Research Quarterly 32,
3, 276-289
88 Ho, C S-H & Bryant
P (1997) Development of Phonological Awareness of Chinese
Children in Hong Kong Journal of Psycholinguistic Research 26, 1,
109-126
89. Roazzi,
A & Bryant P (l998) The Effects of Symmetrical and Asymmetrical
social interaction on children's logical inferences British
Journal of Developmental Psychology l., 175-181
90. Correa,
J., Nunes,, T & Bryant, P. (1998) Young Children's Understanding
of Division: The Relationship Between Division Terms in a
Noncomputational Task. Journal of Experimental Psychology Vol
90, No 2, pp
91. Bryant,
P (l998) Sensitivity to Onset and Rhyme Does Predict Young
Children's Reading: A comment on Muter, Hulme,
Snowling and Taylor (l997) Journal of Experimental Child
Psychology 71 29-37
92. Bryant
P, Christie C & Rendu A (1999) Children's understanding
of the Relation between Addition and Subtraction:
Inversion, Identity and Decomposition Journal of Experimental
Child Psychology Vol 74, pp 194 - 212
93. Ho,
C S-H & Bryant P (1999) Different Visual Skills are important
in Learning to Read English and Chinese Educational and
Child Psychology Vol l6 No 4 pp 4 - 14
94. Spinillo A.G & Bryant
P.E. (1999) Proportional Reasoning in Young Children: Part-Part
comparisons about continuous and discontinuous quantity Mathematical
Cognition Vol 5, Issue 2 pp181 197
95. Bryant
P (1999) Executive control - a cause or a produce or both? Developmental
Science , 277 - 279
96. Bryant, P, Nunes, T & Snaith
R (2000) Children learn an untaught rule of spelling Nature Vol
403 No 6766 p 157
97. Cain K, Oakhill J & Bryant
P (2000) Investigating the causes of reading comprehension
failure: The comprehension-age match design Reading
and Writing Vol 12 Nos 1-2, pp31 - 40
98. Atanaabe
A, Nunes T, Bryant P & v.d. Heuvel-Panhuizen M (2000)
Assessing young Children's Understanding of Multiplicative
reasoning. BPS Developmental Psychology Section
News Letter No 55,p7 -15
99. Bryant
P, Nunes T and Bindman M (2000)tHE relations between children'slinguistic
awareness and spelling: the case of the apostrophe Reading
and Writing 12, 253-276
100. Nunes T & Bryant
P (2000) A step after phonics Literacy Today No 24 pp24-25
101 Bremner A & Bryant
P (2001) The effect of spatial cues on infants' responses
in the AB task, with and without a hidden object Developmental
Science 4.4 pp408-415
102 Chung M & Bryant
P (2001)The decimal system as a cultural tool: the case of
additions and
subtractions done by Korean and English children KoreanStudies,
Journal of the Central Asian Association for Korean Studies, Vol.1,No.2,
pp 287‑301, CAAKS, Almaty. (isbn 1598‑3676).
103 Cain, K., Oakhill, J.
V., Barnes, M. A., & Bryant, P. E. (2001). Comprehension
skill, inference making ability and their relation to knowledge. Memory
and Cognition, 29, 850‑859.
104 Archer N & Bryant
P (2001) Investigating the role of context in learning to
read: A direct test of Goodman's model British Journal
of Psychology 92, 579-591
105 Lehtonen A & Bryant
P (2001) Tavujen Vaikutus Lasten Kirjoittamaan Oppimiseen
Suomen Kielessa NMI Bulletin No 4 pp16-25
106 Squire S & Bryant
P (2002) The Influence of Sharing on Children's Initial
Concept of Division Journal of Experimental Child Psychology 81,
1- 43
107 Peter
Bryant (2002) It doesn't matter whether Onset and Rime
predicts Reading better than Phoneme Awareness does or
vice versa. Journal of
Experimental Child Psychology 82 pp41-46
108 Peter
Bryant (2002) Children's thoughts about reading and spelling. Scientific
Studies of Reading Vol6 No 2 pp199 -216
109 Sarah Squire & Peter
Bryant (2002) From sharing to dividing: young children's
understanding of division. Developmental Science Vol
5, issue 4, pp 452 - 466
110 Kalliopi Chliounaki & Peter
Bryant (2002) Construction & Learning to Spell Cognitive
Development Vol 17, Issue 3-4 pp 1489 - 1499
111 Nunes T, Bryant P, Pretzlik
U and Hurry J (2002) Teaching to the strengths or overcoming
weaknesses : what is best for dyslexic children? Literacy
today, 30 pp 20-21
112 McCandliss, B D, Kalchman,
M & Bryant, P (2003) Design Experiments and Laboratory
Approaches to Learning: Steps Toward Collaborative Exchange Educational
Researcher , 32,1 ,14 -16
113 Squire S & Bryant
P (2003) Children's understanding and misunderstanding
of the inverse relation in division British Journal of Developmental
Psychology, 22,507-526
114 Kemp N & Bryant
P (2003) Do Beez Buzz? Rule-Based and Frequency-Based Knowledge
in Learning to Spell Plural - S Child Development , 74,
63-74
115 Cain
K, Oakhill J and Bryant P (2003) Children's reading comprehension
ability: concurrent prediction by working memory, verbal
ability and component skills Journal of Educational Psychology
116 Chliounaki, K. & Bryant,
P. (2003) Choosing the right spelling in Greek: morphology
helps. Revue Francaise de Linguistique Appliguee Vol
VIII-1 p35-45
117 Nunes, T., Bryant,
P. & Olsson, J. (2003) Learning Morphological
and Phonological Spelling Rules: An Intervention Study. Scientific
Studies of Reading Vol 7 No 3 pp289 -307
118 Oakhill JV, Cain K & Bryant
P E (2003) The dissociation of word reading and text comprehension:
Evidence from component skills Language and Cognitive
Processes Vol 18 (4) pp 443-468
119 Squire S & Bryant
P (2003) Children's models of division Cognitive Development Vol
18 No 3
120 Nunes,T., Bryant, P., & Olsson,
J (2003) Learning morphological rules and phonological spelling
rules@ Scientific Studies of Reading 7, 289-307
121 Squire,
S. & Bryant, P. (2003). Children's understanding and
misunderstanding of the inverse relation in division. British
Journal of Developmental Psychology, 21, 507-526.
122 McCandliss,
B., Kalchman, M., & Bryant, P. (2003). Design Experimnents
and Laboratory Approaches to Learning: Steps toward collaborative
exchange. Educational Researcher, 32, 14-16.
123 Lehtonen,
A., & Bryant, P. (2004). Length awareness predicts spelling
skills in English. Reading and Writing, 17, 875-890.
124 Nunes,
T., & Bryant, P. (2004). Morphological awareness improves
spelling and vocabulary. Literacy Today, 38, 18-19.
125 Zarfaty,
Y., Nunes, T., & Bryant, P. (2004). The performance of
young deaf children in spatial and temporal number tasks. Journal
of Deaf Studies and Deaf Education, 9, 315-326.
126 Lehtonen,
A., & Bryant, P. (2005). Active players or just passive
bystanders? The role of morphemes in spelling development
in a transparent orthography. Applied Psycholinguistics,
26, 137-155.
127 Hurry,
J., Nunes, T., Bryant, P., Pretzlik, U., Parker, M., Curno,
T., et al. (2005). Transforming research on morphology into
teacher practice. Research Papers in Education, 20(2),
187-206.
128 Hodent,
C., Bryant, P., & Houde, O. (2005). Language specific
effects on number computation in toddlers. Developmental
Science, 8, 420-423.
129 Lehtonen,
A., & Bryant, P. (2005). Doublet challenge: form comes
before function in children's understanding of their orthography. Developmental
Science, 8, 211-217.
130 Bremner,
A., Bryant, P., & Mareschal, D. (2006). Object-centred
spatial reference in 4-month-old infants. Infant Behavior
and Development, 29(1), 1-10.
131 Davis,
C, & Bryant, P. (2006) Causal connections in the
acquisition of an orthographic rule: a test of Uta
Frith's developmental hypothesis. Journal of Child Psychology
and Psychiatry, (In Press).
Books (in bold)/Book Chapters
I. Bryant,
P.E. (1973) What the young child has to learn about logic. In
Hinde, R.A. and Hinde, J.S. (Eds.) Constraints on Learning. Academic
Press.
II. Bryant,
P.E. (1974) Perception and Understanding in Young Children. Methuen.
II Bryant,
P.E. (1975) Cross modal development and reading. In
Duane, D.D. and Rawson,
M.R. (Eds.) Reading, Perception and Language. York
Press.
IV Bryant, P.E.
(1977) Piaget: causes and alternatives. In Rutter,
M. and Hersov, L. (Eds.) Child Psychiatry. Blackwells.
V. Bryant,
P.E. (1977) Logical inferences and development. In
Geber, B.A. (Ed.) Piaget
and Knowing. Routledge & Kegan Paul.
II Bryant,
P.E. and Bradley, L. (1980) Why children sometimes write
words which they
do not read. In Frith, U. (Ed.) Cognitive Processes
in Spelling. London: Academic Press.
VII Bryant, P.E. (1981)
Training and logic. Comment on Magali Bovet's Paper. In Friedman,
M.P., Das, J.P. and O'Connor, N. (Eds.) Intelligence and
Learning. Plenum Press.
VIII Bradley, L. and Bryant, P.E. (1982)
Reading and Spelling Difficulties. In Das, J.P., Mulcahy,
R. and Wall, A.E. (Eds.) Theory and Research in Learning
Disabilities. New York: Plenum Press.
IX Bryant, P.E.
(1982) The next moves. In Das, J.P., Mulcahy, R. and
Wall, A.E. (Eds.) Theory and Research in Learning Disabilities. New
York: Plenum Press.
X. Bryant,
P.E. (Ed.) (1982) Piaget: Issues and Experiments.
Leicester: The British Psychological Society.
XI Bryant, P.E. and
Bradley, L. (1983) Psychological strategies and the development
of reading and writing. In Martlew, M. (Ed.) The
Psychology of Written Language: Developmental and Educational
Perspectives. Chichester: John Wiley.
XII Bryant, P.E. and Bradley,
L. (1983) Auditory organisation and backwardness in reading. In
Rutter, M. (Ed.) Developmental Neuro-psychiatry. New
York: Guildford Press.
XIII Bradley,
L. and Bryant, P.E. (1985) Rhyme and Reason in Reading and Spelling. International
Academy for Research in Learning Disabilities Series, No.1.AnnArbor:
University of Michigan Press.
XIV Bremner, J.G. and Bryant, P.E. (1985)
Active movement and the development of spatial abilities
in infancy. In Wellman, H.M. (Ed.) Children's Searching: The
Development of Search Skill and Spatial Representation. Hillsdale,
N.J.: Lawrence Erlbaum Ass.
XV. Bryant,
P.E. and Bradley, L. (1985) Children's Reading Problems. Oxford:
Basil Blackwell.
XVI Bryant, P.E. (1985) Parents,
children, and cognitive development. In Hinde, R.A.,
Perret-Clermont, A-N., Stevenson-Hinde, J. (Eds.) Social
relationships and cognitive developments. Oxford
University Press.
XVII Bryant, P.E. (1985) The question
of prevention. In Snowling, M.J. (Ed.) Children's
written language difficulties: assessment and management. Slough:
N.F.E.R.
XVIII Bryant, P.E. (1986) Theories about the
causes of cognitive development. In Paul van Geert
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Amsterdam: Elsevier Science Publishers B.V. (North-Holland).
XIX Bryant, P.E. (1986) Phonological
skills and learning to read and write. In Foorman,
B.R. and Siegel, A. (Eds.) Acquisition of reading skills:
Cultural constraints and cognitive universals. Hillsdale,
N.J.: Lawrence Erlbaum.
XX Bryant, P.E. and
Goswami, U. (1987) Phonological awareness and learning to read. In
Beech, J. and Colley, A. (Eds.) Cognitive Approaches to
Reading. Chichester: John Wiley.
XXI Bryant, P. (989) Kisérletek. In
Kalmár, M. (ed.) Fejlödéspszichológia
: Szöveggyüjtemény I, 345-355. Tankönyvkiadó,
Budapest.
XX11. Bryant, P.E. and Alegria, J. (1989) The transition
from spoken to written language. In Ribaupierre, A. de (Ed.) Transition
mechanisms in child development. Cambridge University
Press: New York.
XXIII Bryant, P.E. (1990) Empirical evidence for
causes in development. In Butterworth, G.E.
and Bryant, P.E.(Eds.) Causes of Development: Interdisciplinary
Perspectives (pp.33-45). Hemel-Hempstead: Harvester- Wheatsheaf.
XXIV Butterworth, G.E. and Bryant, P.E. (Eds.) (1990) Causes
of Development: Interdisciplinary
Perspectives. Hemel Hemstead: Harvester-Wheatsheaf.
XXV. Bryant, P.E. (1990) Phonological development
and reading. In Pumfrey, P.D. and Elliott, C.D. (Eds.) Children's
difficulties in reading, writing and spelling: challenges
and responses (pp.63-82). Lewes: The Falmer Press.
XXVI Bryant, P.E. (in press) Piaget, Jean (1896-1980) In
Eysenck, M., Ellis, A., Hunt, E.
and Johnson-Laird, P. (Eds.) The Blackwell Dictionary
of Cognitive Psychology. Oxford: Basil Blackwell.
XXVII Bradley, L. and Bryant, P.E.
(1991) Phonological skills before and after learning
to read. In Brady, S. and Shankweiler, D.P. Eds.) Phonological
processes in Literacy: a tribute to Isabelle Y. Liberman,
pp.37-45. Hillsdale,
N.J.: Lawrence Erlbaum Ass.
XXVIIIGoswami, U. and Bryant, P.E.
(1990) Phonological
skills and learning to read. Hove, E.Sussex;
Lawrence Erlbaum Ass.
XXIX Bryant, P.E. (in press) Literacy and phonological
awareness. In The Encyclopedia
of Language & Linguistics:
Pergamon Press: Oxford & The Aberdeen
University Press: Edinburgh.
XXX. Goswami, U. and Bryant, P.E. (1992) Rhyme,
analogy and children's reading. In
Gough, P., Ehri, L., and Treiman, R. (eds.) Reading Acquisition Hillsdale,
N.J.: Lawrence Erlbaum Ass.
XXXI. Bryant, P.E. (1992) Rapports
entre les premières
expériences de l'enfant et l'apprentissage de la lecture. In
Bentolila, A. (ed.) Les Entretiens Nathan:
Lecture et Écriture. Ligugé, Poitiers:
Aubin Imprimeur.
XXXII.Nunes, T., Buarque, L.L. and Bryant, P.E. (1992) Difficuldades
na aprendizagem da leitura. Sao Paulo: Cortez.
XXXIIIRoazzi, A. and Bryant, P. (1992)
Social class, context and cognitive development. In
Light, P. and Butterworth, G. (eds.) Context and Cognition:
Ways of learning and knowing, pp.14-27. Hemel Hempstead, Herts:
Harvester-Wheatsheaf.
XXXIV.Bryant, P.E. (1993) Phonological
aspects of learning to read. In Beard, R.(ed.) Teaching
Literacy: Balancing
Perspectives,pp.83-94. Sevenoaks, Kent: Hodder & Stoughton
Ltd.
XXXV.Bryant, P.E. (1993) Reading and
development. In
Pratt, C. and Garton, A.F (eds.) The
Development and
Use of Systems of Representation in Children, pp.235-250.
Chichester: John Wiley & Sons Ltd.
XXXVI Bryant,
PE (1993) Conscience phonologique et apprentissage de la
lecture. In Jaffré, J.-P., Sprenger-Charolles, L.
and Fayol, M. (eds). Lecture - Ecriture: Acquisition:
Les actes de la villette, pp.176-192. Éditions
Nathan, Paris.
XXXVIIBryant, P.E. (1994) The roots
of intellectual development. In
Vyt, A., Bloch,
H. and Bornstein, M. (eds.) Francophone
Perspectives on Structure and Process in Mental Development,
pp.167-173. Hillsdale,N.J.: Lawrence Erlbaum Ass.
XXXVIIIBryant, P.E. (1994) Jean Piaget. In
Ray Fuller Seven
Pioneers of Psychology Behaviour and Mind pp 131-154 London & New
York: Routledge
XXXIX Bryant, P E & Colman
A M (1995) Developmental
Psychology London: Longman
XL Bryant, P E (l995)
Phonological & Grammatical Skills in Learning to Read In
Beatrice de Gelder & José Morais Speech and
Reading - A Comparative Approach pp.249 - 266 Erlbaum
(UK) Taylor & Francis
XLI Bryant
P.E. (1995). In R Fuller: Seven Pioneers of Psychology pp.131-154
XLII Nunes,T & Bryant,
P E (l996) Children
Doing Mathematics Oxford: Blackwells
XLIII Bryant P E, (l996) Children & Arithmetic.
In Critical Readings on Piaget by Leslie Smith,
pp 312-346, London, Routledge
XLIV Bryant, P (l996)
Relacao entre a linguagem oral e escrita. In T.O.M. de
Souza: Quem e o professor
do 3o milenio? pp. 13-22. Salvador, Bahia,: Avante
XLV Terezinha Nunes, Peter Bryant, Miriam
Bindman (1996) E quem se preocupa com ortografia? In
Claudia Cardoso-Martins (Ed) Consciência Fonlógica & Alfabetição Brazil,Editora
Vozes,
XLVI Peter Bryant & Lynette
Bradley (l996) Problemi di Lettura nei Bambini Anicia Rome
(Translation of AChildren's Reading
Problems@ 1985
Blackwell, Oxford)
XLVII Nunes, T., & Bryant, P. (1997) Learning and Teaching
Mathematics: An International Perspective. Hove:
Psychology Press
XLVIII Bryant, P (l997) Mathematical
understanding in the nursery school years in Nunes, T & Bryant
P's Learning
and Teaching Mathematics: An International Perspective.Chapter
3, pp 53-67 Hove: Psychology Press
XLIX Bryant, P E., Nunes, T.,
Bindman, M (1997) Children's Understanding of the Connection
Between Grammar and Spelling in Benita Blachman's Foundations of Reading Acquistion and
Dyslexia, Implications for Early Intervention, Chapter 10,
pp 219-241 LEA, Mahawah, NJ
L Nunes,
T, Bryant P, Bindman M, (1997) Spelling & Grammar - The
Necsed Move in Charles A Perfetti, Laurence Rieben & Michel
Fayol's Learning to Spell - Research, Theory and Practice
Across Languages Chapter 9 pp 151-171 , LEA, Mahawah,
NJ
LI Gombert
E, Bryant P, Warrick, N (l997)Children's Use of Analogy
in Learning to Read and to Spell in
Charles A Perfetti, Laurence Rieben & Michel Fayol's Learning
to Spell - Research, Theory and Practice Across Languages Chapter
12 pp 1221-237 , LEA, Mahawah, NJ
LII Nunes, T & Bryant
B (1996) Crianças fazendo mathemática published
by Artes Medicas, Porto
Alegre
LIII Bryant,
P (l997) Piaget, mathematics and Vygotsky Leslie Smith
et al's Piaget,
Vygotsky & beyond. Part 3, Chapter 8 pp131 -145
LIV Nunes, T, Bryant P, Bindman M,
(1997) Orthographe et grammaire: the necsed move in Charles A Perfetti, Laurence
Rieben & Michel Fayol's Des orthographes et leur acquisition Chapter
5, pp101 - 123.
LV Gombert E, Bryant
P, Warrick, N (l997)Les anologies dans l'apprentissage
de la lecture et de l'orthographe in Charles A Perfetti,
Laurence Rieben & Michel Fayol's Des orthographes
et leur acquisition Ch14, pp319 - 334
LVI Nunes, T, Bryant, P & Bindman,M
(l997) Learning to spell regular and irregular verbs in Rebecca
Treiman's Spelling 113-136
LVII Bryant, P & Bradley, L (1998)Problemas
infantiles de lectura published by Alianza Editorial S
A Madrid
LVIII Bryant P & Nunes T., Learning About the Orthography:
A cross Linguistic Approach (1998) in Scott Paris & Henry
M Welllman's Global Prospects for Education - Development,
Culture and Schooling Chapter 6 171-192, APA Washington
LIX Bryant
P, (1998) Cognitive Development in Michael Eysenck's Psychology - an integrated approach
Chapter 9, pp 260 - 292
LX Nunes T & Bryant
P (1997) Las Matematicas y su Aplicacion La Perspectiva
del Nino published by Siglo Veintiuno Editores Mexico
LXI BryantP (l999) Comment:
Sound Logic in Weinert, F E & Schneider W Individual
Development from 3 - 12 - Findings from the Munich Longitudinal
Study, Chapter 7a pp158-153 CUP
LXII Bradley & Bryant (l999) Categorizing
Sounds and Learning to Read - A Causal connection in Slater
and Muir The Blackwell Reader in Developmental Psychology Chapter
26 pp335- 339
LXIII Bryant,
P, Nunes, T and Aidinis, A (1999) Different morphemes,
same spelling problems, cross-linguistic developmental
studies in Harris M and Hatano G's Learning
to read and write - a cross-linguistic perspective Chapter
7 , pp112 - 133 Cambridge University Press
LXIV Bryant P, Nunes T & Bindman M (1999)
Morphemes & Spelling in Nunes T's Learning to Read:An Integrated
View from research and Practice pp15-43
LXV Bryant, P (2001) Learning in Geneva:
The contrbution by Bärbel Inhelder and her colleagues
in Working with Piaget, Essays in Honour of Bärbel
Inhelder ed. Anastasia Tryphon and Jacques Vonèche
Chapter 8, pp 129-140 Psychology Press
LXVI Bryant P & Squire (2001) Children Mathematics: Lost
and found in Space in A Spatial Schemas
and Abstract Thought ed. Meredith Gattis MIT Press
Par II, Chapter 7, pp175-200
LXVII Nunes, T, Campos, T M N, Magina, S & Bryant
P (2001) Introduço à Educaço Mathemática
ProemEditora Ltda,Brazil
LXVIIIBryant, P (1999) Comment: Sound Logic in Weiner and
Schneider Individual Development From 3 to 12
- Findings from the Munich Longitudinal Study, Chapter 7a,
pp148 - 153
LXIX Bryant P & Nunes T (2002) Children's
Understanding of Mathematics in Usha Goswami's Childhood
Cognitive Development Chapter 17 pp 412 - 440
LXX Bryant P (2003) Reading and
Mathematics in Alan Slater & Gavin Bremner's An Introduction
to Developmental Psychology Chapter 11, pp258 - 282
LXXI Peter Bryant (2003) An Afterword:
Tribute to George Butterworth in Bremner & Slater's Theories
of Infant Development pp355 - 361
LXXII Nunes,
T., Bryant, P (2003) Mathematical and Scientific Thinking.
In (eds) A Grayson and J Oates Cognition
and Language development in children. Milton
Keynes: Open University Press: pages 242-278
LXXIII Nunes.T & Bryant,
P International Handbook
of Children's Reading Dordrecht, Netherlands: Kluwer
Academic Publishers 2003
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