Jennifer E Sutton
Biographic Data
| ID | 9496509 |
|---|---|
| NAME | Jennifer E Sutton |
| GIVEN NAMES | Jennifer E |
| FAMILY NAME | Sutton |
| SIGNATURE | SUTTON J E |
| AFFILIATIONS | Goldsmiths University of London |
| ORCID | 0000-0001-8729-0546 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1999 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
Are we safe yet? Experimental analysis of emergency post-alert messages
Exploration patterns shape cognitive map learning
Developing post-alert messaging for ShakeAlert, the earthquake early warning system for the West Coast of the United States of America
As ShakeAlert, the earthquake early warning system for the West Coast of the U.S., begins its transition to operational public alerting, we explore how post-alert messaging might represent system performance. Planned post-alert messaging can provide timely, crucial information to both emergency managers and ShakeAlert operators as well as calibrate expectations among various publics or public user groups and inform their responses to future alert…
Social cognition and bullying
In contrast to the popular stereotype and research tradition of the ‘oafish’ bully lacking in social skills and understanding, the bully may be a cold, manipulative expert in social situations, organizing gangs and using subtle, indirect methods. Performance on a set of stories designed to assess understanding of cognitions and emotions was investigated in 193 7‐10‐year‐olds in relation to role in bullying. Ringleader bullies scored higher than ‘…
Bullying as a group process
Recent years have seen a shift in bullying research from a dyadic focus on the characteristics of the Bully and the Victim to the recognition of bullying as a whole group process, with the majority of children playing some kind of role. This study uses a shortened adaptation of the Participant Role Scale approach [Salmivalli et al. 1996. Aggr Behav 22:1–15] to identify these roles in 193 children aged 7 to 10 years. Four main factors were identif…
No prominent works on this page.
Social cognition and bullying
In contrast to the popular stereotype and research tradition of the ‘oafish’ bully lacking in social skills and understanding, the bully may be a cold, manipulative expert in social situations, organizing gangs and using subtle, indirect methods. Performance on a set of stories designed to assess understanding of cognitions and emotions was investigated in 193 7‐10‐year‐olds in relation to role in bullying. Ringleader bullies scored higher than ‘…
Bullying as a group process
Recent years have seen a shift in bullying research from a dyadic focus on the characteristics of the Bully and the Victim to the recognition of bullying as a whole group process, with the majority of children playing some kind of role. This study uses a shortened adaptation of the Participant Role Scale approach [Salmivalli et al. 1996. Aggr Behav 22:1–15] to identify these roles in 193 children aged 7 to 10 years. Four main factors were identif…
Developing post-alert messaging for ShakeAlert, the earthquake early warning system for the West Coast of the United States of America
As ShakeAlert, the earthquake early warning system for the West Coast of the U.S., begins its transition to operational public alerting, we explore how post-alert messaging might represent system performance. Planned post-alert messaging can provide timely, crucial information to both emergency managers and ShakeAlert operators as well as calibrate expectations among various publics or public user groups and inform their responses to future alert…
Exploration patterns shape cognitive map learning
Are we safe yet? Experimental analysis of emergency post-alert messages
Computer Science (3 works) · Medicine (3 works) · Psychology (3 works) · Behavioral and Psychological Studies (2 works) · Bullying, Victimization, and Aggression (2 works) · Cognition (2 works) · Cognitive psychology (2 works) · Computer security (2 works) · Developmental psychology (2 works) · Disaster Management and Resilience (2 works)