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Curriculum
Ponencia

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 (Ed.) Theory Building in Developmental Psychology. 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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