Pam Blundell-Birtill
Biographic Data
| ID | 6255204 |
|---|---|
| NAME | Pam Blundell-Birtill |
| GIVEN NAMES | Pam |
| FAMILY NAME | Blundell-Birtill |
| SIGNATURE | BLUNDELL-BIRTILL P |
| AFFILIATIONS | University of Leeds |
| ORCID | 0000-0002-4690-2558 |
| VERIFIED | Yes |
| TOTAL WORKS | 27 |
| TOTAL CITATIONS | 34 |
| AUTHOR COUNT | 27 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2013 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 3 |
Towards conceptual clarity in pedagogical research
Pedagogical research in Higher Education has rapidly expanded in recent years, driven by the growing recognition of education-focused academic roles and the pressing need for research that supports interventions to improve the student experience. High-quality research in this area is, therefore, important. However, we propose that conceptual clarity is a notable but under-examined problem in pedagogical research. That is, constructs such as belon…
Tuning Into Affect and Appetite in Caregivers, and Its Association With Recognising and Responding to Infant Appetite Cues
Positive mealtime interactions shape infant eating patterns potentially promoting appetite regulation. This study investigated whether caregivers who "tune-in" to their own internal affect and appetite cues, can also recognise and respond to their infant's appetite cues via responsive feeding (RF). Caregivers (N = 445; mean age: 33.5 ± 4.7 years) with children aged 5-28 m participated in an online survey in August 2023. Caregivers' RF practices, …
Towards developing a “baby translator” - An exploration of how infant appetite cues are understood
It made me reflect on how far she has come”
Balancing pedagogical innovation with psychological safety
Authentic assessments are designed to evaluate knowledge and skills that are relevant for students' life beyond university, emphasising practical, applied skills.They offer an alternative to assessments that don't explicitly foster transferability of skills.The present study examined undergraduate student perceptions of authentic and traditional assessments (N = 150).We used a qualitative story completion methodology to examine three domains: stu…
Towards developing a “Baby Translator” – the impact of mealtime emotions and caregiver attributes on responsive feeding
Eating vegetables at school lunchtimes
Vegetable provision at schools in the UK has increased over recent years; however children still eat few of the vegetables that are served to them. Two experimental pilot and feasibility studies implemented a vegetables-served-first (study 1) plus experiential learning (study 2) approach to increase children's (3-5 years and 4-7 years respectively) vegetable consumption at school lunchtimes. Both studies involved vegetables-served-first 10-min be…
Is the grass always greener? Access to campus green spaces can boost students’ sense of belonging
Purpose An important facet of student’s sense of belonging is students’ relationships with, and time spent in, the university campus. The purpose of this paper is to explore the notion that access to campus “green space”, including parks, fields and gardens, may bolster students’ sense of belonging, improve well-being feelings and promote place attachment. Design/methodology/approach The authors surveyed students in different locations (including…
Development and evaluation of two interventions to improve students’ reflection on feedback
National student surveys reveal that feedback is an aspect of the education experience with which students are less satisfied. One method to increase student engagement with their written feedback and to improve feedback literacy is promotion of critical self-reflection on the feedback content. We describe two interventions aimed at improving students’ reflective practices with their feedback. In a School of Psychology at a UK research-intensive …
Developing a "baby translator" - understanding infant appetite cues during mealtimes
Parental intentions to implement vegetable feeding strategies at home
In order to increase vegetable intake by children, parents are encouraged to implement strategies that promote trying and eating vegetables at mealtimes. Qualitative studies have previously highlighted barriers parents face in implementing healthy eating practices, such as time, monetary costs and child factors (e.g. fussy eaters). This study aimed to specify the relationships between child and parent factors and their effects on parental intenti…
The effect of ethical information on taste ratings
An online study examining children's selection of vegetables at mealtimes
Children’s selection of vegetables versus competing foods
Predictors of vegetable consumption in children and adolescents
Philosophical and Psychological Perspectives on the Interaction of Ethical and Aesthetic Value in Food
The effects of repeated exposure and variety on vegetable intake in pre-school children
Systematic review and meta-analysis of strategies to increase vegetable consumption in preschool children aged 2–5 years
Predictors of portion size of high energy density foods in children and adolescents
A randomised control trial of an educational and taste-exposure intervention to promote vegetable intake in preschool aged children
The influence of fictitious peers in a social media intervention for downsizing portions
Infant hunger and satiety cues during the first two years of life
Effects of congruent and incongruent experiential learning on intake of a novel vegetable in preschool children
Downsizing meal items in pre-schoolers using variety
Looking for cues – infant communication of hunger and satiation during milk feeding
The root of the problem
Infant hunger and satiety cues during the first two years of life
Looking for cues – infant communication of hunger and satiation during milk feeding
Parental intentions to implement vegetable feeding strategies at home
In order to increase vegetable intake by children, parents are encouraged to implement strategies that promote trying and eating vegetables at mealtimes. Qualitative studies have previously highlighted barriers parents face in implementing healthy eating practices, such as time, monetary costs and child factors (e.g. fussy eaters). This study aimed to specify the relationships between child and parent factors and their effects on parental intenti…
The effects of repeated exposure and variety on vegetable intake in pre-school children
Towards developing a “baby translator” - An exploration of how infant appetite cues are understood
Towards developing a “Baby Translator” – the impact of mealtime emotions and caregiver attributes on responsive feeding
Eating vegetables at school lunchtimes
Vegetable provision at schools in the UK has increased over recent years; however children still eat few of the vegetables that are served to them. Two experimental pilot and feasibility studies implemented a vegetables-served-first (study 1) plus experiential learning (study 2) approach to increase children's (3-5 years and 4-7 years respectively) vegetable consumption at school lunchtimes. Both studies involved vegetables-served-first 10-min be…
Increasing pre-school children’s liking for a novel vegetable. A comparison of flavour flavour learning and repeated exposure
Increasing pre-school children’s liking for a novel vegetable. A comparison of flavour flavour learning and repeated exposure
The root of the problem
Looking for cues – infant communication of hunger and satiation during milk feeding
Systematic review and meta-analysis of strategies to increase vegetable consumption in preschool children aged 2–5 years
Predictors of portion size of high energy density foods in children and adolescents
A randomised control trial of an educational and taste-exposure intervention to promote vegetable intake in preschool aged children
The influence of fictitious peers in a social media intervention for downsizing portions
Infant hunger and satiety cues during the first two years of life
Effects of congruent and incongruent experiential learning on intake of a novel vegetable in preschool children
Downsizing meal items in pre-schoolers using variety
The effects of repeated exposure and variety on vegetable intake in pre-school children
Predictors of vegetable consumption in children and adolescents
Philosophical and Psychological Perspectives on the Interaction of Ethical and Aesthetic Value in Food
The effect of ethical information on taste ratings
An online study examining children's selection of vegetables at mealtimes
Children’s selection of vegetables versus competing foods
Is the grass always greener? Access to campus green spaces can boost students’ sense of belonging
Purpose An important facet of student’s sense of belonging is students’ relationships with, and time spent in, the university campus. The purpose of this paper is to explore the notion that access to campus “green space”, including parks, fields and gardens, may bolster students’ sense of belonging, improve well-being feelings and promote place attachment. Design/methodology/approach The authors surveyed students in different locations (including…
Development and evaluation of two interventions to improve students’ reflection on feedback
National student surveys reveal that feedback is an aspect of the education experience with which students are less satisfied. One method to increase student engagement with their written feedback and to improve feedback literacy is promotion of critical self-reflection on the feedback content. We describe two interventions aimed at improving students’ reflective practices with their feedback. In a School of Psychology at a UK research-intensive …
Developing a "baby translator" - understanding infant appetite cues during mealtimes
Parental intentions to implement vegetable feeding strategies at home
In order to increase vegetable intake by children, parents are encouraged to implement strategies that promote trying and eating vegetables at mealtimes. Qualitative studies have previously highlighted barriers parents face in implementing healthy eating practices, such as time, monetary costs and child factors (e.g. fussy eaters). This study aimed to specify the relationships between child and parent factors and their effects on parental intenti…
Balancing pedagogical innovation with psychological safety
Authentic assessments are designed to evaluate knowledge and skills that are relevant for students' life beyond university, emphasising practical, applied skills.They offer an alternative to assessments that don't explicitly foster transferability of skills.The present study examined undergraduate student perceptions of authentic and traditional assessments (N = 150).We used a qualitative story completion methodology to examine three domains: stu…
Towards developing a “Baby Translator” – the impact of mealtime emotions and caregiver attributes on responsive feeding
Eating vegetables at school lunchtimes
Vegetable provision at schools in the UK has increased over recent years; however children still eat few of the vegetables that are served to them. Two experimental pilot and feasibility studies implemented a vegetables-served-first (study 1) plus experiential learning (study 2) approach to increase children's (3-5 years and 4-7 years respectively) vegetable consumption at school lunchtimes. Both studies involved vegetables-served-first 10-min be…
Towards conceptual clarity in pedagogical research
Pedagogical research in Higher Education has rapidly expanded in recent years, driven by the growing recognition of education-focused academic roles and the pressing need for research that supports interventions to improve the student experience. High-quality research in this area is, therefore, important. However, we propose that conceptual clarity is a notable but under-examined problem in pedagogical research. That is, constructs such as belon…
Tuning Into Affect and Appetite in Caregivers, and Its Association With Recognising and Responding to Infant Appetite Cues
Positive mealtime interactions shape infant eating patterns potentially promoting appetite regulation. This study investigated whether caregivers who "tune-in" to their own internal affect and appetite cues, can also recognise and respond to their infant's appetite cues via responsive feeding (RF). Caregivers (N = 445; mean age: 33.5 ± 4.7 years) with children aged 5-28 m participated in an online survey in August 2023. Caregivers' RF practices, …
Psychology (23 works) · Medicine (17 works) · Obesity, Physical Activity, Diet (12 works) · Developmental psychology (11 works) · Eating Disorders and Behaviors (8 works) · Food Science (8 works) · Social Psychology (8 works) · Environmental health (7 works) · Meal (7 works) · Biology (6 works)