Research Interests
My primary area of interest is developmental cognitive neuroscience.
I did my doctoral research at the
Autism Research Centre,
Departments of Experimental Psychology & Developmental Psychiatry,
Cambridge University, with Simon Baron-Cohen.
We worked closely with Mark Johnson and colleagues at the
Centre for Brain and Cognitive Development
in London, looking at early developing perceptual and cognitive abilities in toddlers and preschoolers with autism.
I have written about brain injury and lateralization of function within the brain, focusing primarily on the right cerebral hemisphere, and my students and I are currently looking at the pull of "purpose-driven" explanations and the pervasive misconceptions of evolution by natural selection. I also write a bit on the
philosophy of psychology.
New Spring seminar (Psy 196-02) - Autism & Neurodevelopmental Disorders
Selected Writings
Griffin, R. & Dennett, D. C. (in press). What does the study of autism tell us about the craft of folk psychology? In T. Striano & V. Reid (Eds.) Social cognition: Development, neuroscience and autism. Oxford: Blackwell.
Griffin, R., Baron-Cohen, S. & Johnson, M. H. (submitted) Can preschoolers with autism take the teleological stance?
Griffin, R., Friedman, O., Ween, J., Winner, E., Happé, F. & Brownell, H. (2006). Theory of Mind and the Right Cerebral Hemisphere: Refining the scope of impairment. Laterality: Asymmetries of Body, Brain and Cognition, 11, 3, pp. 195-225.
Johnson, M., Griffin, R., Csibra, G., de Hann, M., Halit, H., Farroni, T., Baron-Cohen, S. & Richards, J. (2005). The emergence of the social brain network: Evidence from typical and atypical development. Development and Psychopathology, 17, pp. 599-619.
Griffin, R., & Dennett, D. C.(2005) Comparing apples to oranges: Who does the framing? , Behavioral and Brain Sciences, 28, 5, p. 656-656.
Baron-Cohen, S., Wheelwright, S., Lawson, J., Griffin, R. & Ashwin, C. (2005) Empathising and systemising in autism spectrum conditions. In F. Volkmar, A. Klin, & Paul, R. (Eds.), Handbook of Autism and Pervasive Developmental Disorders - 3rd edition. New York: John Wiley and Sons.
Cooper, M., Griffin, R., & Winner, E (2005). Is subjective experience altered by verbal information? Children’s understanding of colorblindness. Psychologia, 48, pp. 193-204.
Rogers, T., & Griffin, R. (under revision). Goal attribution without goal representation: A PDP approach to children's early intentional interpretation.
Friedman, O., Griffin, R., Brownell, H., & Winner, E. (2003) Problems with the seeing=knowing rule. Developmental Science, 5, 6, pp. 505-513.
Griffin, R. & Baron-Cohen, S. (2002) The Intentional Stance: Developmental and neurocognitive
perspectives. In A. Brook & D. Ross (Eds.) Daniel Dennett. Cambridge, England: Cambridge University Press, pp. 83-116.
Griffin, R. (2002) Social learning in the non-social: Imitation, intentions, and
autism. Developmental Science, 5, 1 pp. 30-32.
Griffin, R. (2002) Mind, meaning & cause: So what if the mind doesn't fit in the head. Review of D. Bolton & J. Hill, Mind, meaning and mental disorder: The nature of causal explanation in psychology and psychiatry. Psycholoquy 13(15).
Baron-Cohen, S., Wheelwright, S., Lawson, J., Griffin, R., & Hill, J. (2002) The Exact Mind: Empathising and systemising in autism spectrum
conditions. In U. Goswami (Ed.), Handbook of Childhood Cognitive Development. Oxford: Blackwell, pp. 491-508.
Griffin, R. (2000) Self, World, and Order in Autism Spectrum
Disorder. Emotional and Behavioural Difficulties, 5, 2, pp. 36-41.
Brownell, H., Griffin, R., Winner, E., Friedman, O., & Happé, F., (2000) Cerebral Lateralization and Theory of
Mind. In S. Baron-Cohen, H. Tager-Flusberg, & D. Cohen (Eds.) Understanding other minds: perspectives from developmental cognitive neuroscience -- 2nd edition, pp. 306-333. New York/Oxford: Oxford University Press.
(The order of the first two authors is alphabetical and reflects equal contributions.)
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