Dr Damian Birney

A19 - Griffith Taylor Building
The University of Sydney

Telephone 9351 3354
Fax 9036 5223

Website Cognitive Training Lab

Biographical details

Damian Patrick Birney (PhD, Queensland, Australia) has held positions at Yale University, the University of New South Wales as Director of the Accelerated Learning Laboratory, and the University of Sydney. His research interests are in psychometric assessments and training of working-memory, fluid intelligence and cognitive flexibility. He is an honorary Principal Research Fellow at the Florey Institute of Neurosciences and Mental Health.

Selected grants

2014

  • Development of cognitive functions in adult populations; Wood R, Birney D, Thomas K; Australian Research Council (ARC)/Discovery Projects (DP).

2006

  • Do individual differences in strategy development mitgate or substantiate working-memory theories?; Birney D; University of Sydney/Early Career Researcher.
  • Flexible Expertise in Senior Executives; Wood R, Gary S, Birney D, Beckmann J, Birney D, Beckmann N, Bowman D; Australian Research Council (ARC)/Linkage Projects (LP).

2005

  • Psychological factors in the judgment of image print quality; Birney D, Darling N, Latimer C; Canon Information Systems Research Australia (CiSRA)/Research Grants.
  • Investigation of the Role of Learning in General Fluid Intellectual Abilities; Birney D; University of Sydney/Early Career Researcher.

2004

  • Assessment of Executive Function in Children and Adults; Andrews G, Shum D, Birney D, Halford G, Chappell m; Australian Research Council (ARC)/Discovery Projects (DP).

Selected publications

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Book Chapters

  • Birney, D. (2011). Deliberate Practice and the Trainability of Fluid Cognitive Functions. In Simon Boag, Niko Tiliopoulos (Eds.), Personality and Individual Differences: Theory, Assessment and Application, (pp. 21-35). New York: Nova Science Publishers.
  • Birney, D., Sternberg, R. (2011). The Development of Cognitive Abilities. In Mark H. Bornstein, Michael E. Lamb (Eds.), Cognitive Development: An Advanced Textbook, (pp. 369-404). New York, USA: Psychology Press.
  • Sternberg, R., Birney, D., Jarvin, L., Kirlik, A., Stemler, S., Grigorenko, E. (2006). From molehill to mountain: The process of scaling up educational interventions (First-hand experience upscaling the theory of successful intelligence). In Mark A. Constas, Robert J. Sternberg (Eds.), Translating Theory and Research Into Educational Practice, (pp. 205-221). Lawrence Erlbaum Associates, Publishers.
  • Birney, D., Sternberg, R. (2006). Intelligence and cognitive abilities as competencies in development. In Bialystok, E. and Craik, G (Eds.), Lifespan Cognition: Mechanisms of Change, (pp. 315-330). New York: Oxford University Press.
  • Birney, D. (2005). Do you see the forest or the trees? We should aim to see both!. In Westen D, Burton L and Kowalski R (Eds.), Psychology: Australian and New Zealand edition, (pp. 314-315). Milton, QLD: John Wiley & Sons.
  • Birney, D., Lutz, D., Sternberg, R., Citron-Pousty, J. (2005). The development of cognitive and intellectual abilities. In M. E. Lamb & M. H. Bornstein (Eds.), Developmental science: An advanced textbook (5th Ed), (pp. 327-358). Mahwah, NJ: Lawrence Erlbaum Associates, Publishers.

Journals

  • Double, K., Birney, D. (2016). The effects of personality and metacognitive beliefs on cognitive training adherence and performance. Personality and Individual Differences, 102, 7-12. [More Information]
  • Beckmann, N., Beckmann, J., Birney, D., Wood, R. (2015). A problem shared is learning doubled: Deliberative processing in dyads improves learning in complex dynamic decision-making tasks. Computers in Human Behavior, 48, 654-662. [More Information]
  • Birney, D. (2015). Challenges for an interdisciplinary consideration of cognitive training. New Directions for Child and Adolescent Development, 147, 21-32. [More Information]
  • Bui, M., Birney, D. (2014). Learning and individual differences in Gf processes and Raven's. Learning and Individual Differences, 32, 104-113. [More Information]
  • Sternberg, R., Jarvin, L., Birney, D., Naples, A., Stemler, S., Newman, T., Otterbach, R., Parish, C., Randi, J., Grigorenko, E. (2014). Testing the theory of successful intelligence through educational interventions in grade 4 language arts, mathematics, and science. Journal of Educational Psychology, 106(3), 881-899. [More Information]
  • Andrews, G., Halford, G., Shum, D., Maujean, A., Chappell, M., Birney, D. (2014). Verbal learning and memory following stroke. Brain Injury, 28(4), 442-447. [More Information]
  • Beckmann, N., Beckmann, J., Minbashian, A., Birney, D. (2013). In the heat of the moment: On the effect of state neuroticism on task performance. Personality and Individual Differences, 54, 447-452. [More Information]
  • Andrews, G., Halford, G., Shum, D., Maujean, A., Chappell, M., Birney, D. (2013). Relational processing following stroke. Brain and Cognition, 81, 44-51. [More Information]
  • Colagiuri, B., King, M., Butow, P., McGrane, J., Luckett, T., Price, M., Birney, D. (2012). A comparison of the FACT-G and the Supportive Care Needs Survey (SCNS) in women with ovarian cancer: unidimensionality of constructs. Quality of Life Research, 21(5), 887-897. [More Information]
  • Birney, D., Bowman, D., Beckmann, J., Seah, Y. (2012). Assessment of processing capacity: Latin-square task performance in a population of managers. European Journal of Psychological Assessment, 28(3), 216-226. [More Information]
  • Birney, D., Beckmann, J., Wood, R. (2012). Precursors to the development of flexible expertise: Metacognitive self-evaluations as antecedences and consequences in adult learning. Learning and Individual Differences, 22, 563-574. [More Information]
  • Beckmann, J., Birney, D. (2012). What happens before and after it happens: Insights regarding antecedences and consequences of adult learning. Learning and Individual Differences, 22, 561-562. [More Information]
  • Gabales, L., Birney, D. (2011). Are the limits in processing and storage capacity common? Exploring the additive and interactive effects of processing and storage load in working memory. Journal of Cognitive Psychology, 23(3), 322-341. [More Information]
  • Jeltova, I., Birney, D., Fredine, N., Jarvin, L., Sternberg, R., Grigorenko, E. (2011). Making instruction and assessment responsive to diverse students' progress: Group-administered dynamic assessment in teaching mathematics. Journal of Learning Disabilities, 41(4), 381-395. [More Information]
  • Wood, R., Beckmann, J., Birney, D. (2009). Simulations, learning and real world capabilities. Education and Training, 51, 491-510. [More Information]
  • Jeltova, I., Birney, D., Fredine, N., Jarvin, L., Sternberg, R., Grigorenko, E. (2007). Dynamic assessment as a process-oriented assessment in educational settings. International Journal of Speech-Language Pathology (previously known as Advances in Speech-Language Pathology), 1, 1-13.
  • Birney, D., Halford, G., Andrews, G. (2006). Measuring the influence of complexity on relational reasoning: The development of the Latin Square Task. Educational and Psychological Measurement, 66(1), 146-171.
  • Birney, D., Bowman, D., Pallier, J. (2006). Prior to paradigm integration, the task is to resolve construct definitions of gF and WM. Behavioral and Brain Sciences, 29(2), 127-127.
  • Andrews, G., Birney, D., Halford, G. (2006). Relational processing and working memory capacity in comprehension of relative clause sentences. Memory and Cognition, 34(6), 1325-1340.
  • Birney, D., Fogarty, G., Plank, A. (2005). Assessing schematic knowledge of introductory probability theory. Instructional Science, 33(4), 341-366. [More Information]
  • Birney, D. (2003). Mediating the Impact of Mediated Learning. PsycCRITIQUES, 48(5), 677-679.
  • Birney, D., Halford, G. (2002). Cognitive complexity of suppositional reasoning: An application of the relational complexity metric to the knight-knave task. Thinking and Reasoning, 8(2), 109-134.

Reference Works

  • Birney, D., Stemler, S. (2006). Intelligence quotient. (Vol. 2, pp. 473-476).
  • Stemler, S., Birney, D. (2006). Measurement. (Vol. 2, pp. 582-584).

2016

  • Double, K., Birney, D. (2016). The effects of personality and metacognitive beliefs on cognitive training adherence and performance. Personality and Individual Differences, 102, 7-12. [More Information]

2015

  • Beckmann, N., Beckmann, J., Birney, D., Wood, R. (2015). A problem shared is learning doubled: Deliberative processing in dyads improves learning in complex dynamic decision-making tasks. Computers in Human Behavior, 48, 654-662. [More Information]
  • Birney, D. (2015). Challenges for an interdisciplinary consideration of cognitive training. New Directions for Child and Adolescent Development, 147, 21-32. [More Information]

2014

  • Bui, M., Birney, D. (2014). Learning and individual differences in Gf processes and Raven's. Learning and Individual Differences, 32, 104-113. [More Information]
  • Sternberg, R., Jarvin, L., Birney, D., Naples, A., Stemler, S., Newman, T., Otterbach, R., Parish, C., Randi, J., Grigorenko, E. (2014). Testing the theory of successful intelligence through educational interventions in grade 4 language arts, mathematics, and science. Journal of Educational Psychology, 106(3), 881-899. [More Information]
  • Andrews, G., Halford, G., Shum, D., Maujean, A., Chappell, M., Birney, D. (2014). Verbal learning and memory following stroke. Brain Injury, 28(4), 442-447. [More Information]

2013

  • Beckmann, N., Beckmann, J., Minbashian, A., Birney, D. (2013). In the heat of the moment: On the effect of state neuroticism on task performance. Personality and Individual Differences, 54, 447-452. [More Information]
  • Andrews, G., Halford, G., Shum, D., Maujean, A., Chappell, M., Birney, D. (2013). Relational processing following stroke. Brain and Cognition, 81, 44-51. [More Information]

2012

  • Colagiuri, B., King, M., Butow, P., McGrane, J., Luckett, T., Price, M., Birney, D. (2012). A comparison of the FACT-G and the Supportive Care Needs Survey (SCNS) in women with ovarian cancer: unidimensionality of constructs. Quality of Life Research, 21(5), 887-897. [More Information]
  • Birney, D., Bowman, D., Beckmann, J., Seah, Y. (2012). Assessment of processing capacity: Latin-square task performance in a population of managers. European Journal of Psychological Assessment, 28(3), 216-226. [More Information]
  • Birney, D., Beckmann, J., Wood, R. (2012). Precursors to the development of flexible expertise: Metacognitive self-evaluations as antecedences and consequences in adult learning. Learning and Individual Differences, 22, 563-574. [More Information]
  • Beckmann, J., Birney, D. (2012). What happens before and after it happens: Insights regarding antecedences and consequences of adult learning. Learning and Individual Differences, 22, 561-562. [More Information]

2011

  • Gabales, L., Birney, D. (2011). Are the limits in processing and storage capacity common? Exploring the additive and interactive effects of processing and storage load in working memory. Journal of Cognitive Psychology, 23(3), 322-341. [More Information]
  • Birney, D. (2011). Deliberate Practice and the Trainability of Fluid Cognitive Functions. In Simon Boag, Niko Tiliopoulos (Eds.), Personality and Individual Differences: Theory, Assessment and Application, (pp. 21-35). New York: Nova Science Publishers.
  • Jeltova, I., Birney, D., Fredine, N., Jarvin, L., Sternberg, R., Grigorenko, E. (2011). Making instruction and assessment responsive to diverse students' progress: Group-administered dynamic assessment in teaching mathematics. Journal of Learning Disabilities, 41(4), 381-395. [More Information]
  • Birney, D., Sternberg, R. (2011). The Development of Cognitive Abilities. In Mark H. Bornstein, Michael E. Lamb (Eds.), Cognitive Development: An Advanced Textbook, (pp. 369-404). New York, USA: Psychology Press.

2009

  • Wood, R., Beckmann, J., Birney, D. (2009). Simulations, learning and real world capabilities. Education and Training, 51, 491-510. [More Information]

2007

  • Jeltova, I., Birney, D., Fredine, N., Jarvin, L., Sternberg, R., Grigorenko, E. (2007). Dynamic assessment as a process-oriented assessment in educational settings. International Journal of Speech-Language Pathology (previously known as Advances in Speech-Language Pathology), 1, 1-13.

2006

  • Sternberg, R., Birney, D., Jarvin, L., Kirlik, A., Stemler, S., Grigorenko, E. (2006). From molehill to mountain: The process of scaling up educational interventions (First-hand experience upscaling the theory of successful intelligence). In Mark A. Constas, Robert J. Sternberg (Eds.), Translating Theory and Research Into Educational Practice, (pp. 205-221). Lawrence Erlbaum Associates, Publishers.
  • Birney, D., Sternberg, R. (2006). Intelligence and cognitive abilities as competencies in development. In Bialystok, E. and Craik, G (Eds.), Lifespan Cognition: Mechanisms of Change, (pp. 315-330). New York: Oxford University Press.
  • Birney, D., Stemler, S. (2006). Intelligence quotient. (Vol. 2, pp. 473-476).
  • Stemler, S., Birney, D. (2006). Measurement. (Vol. 2, pp. 582-584).
  • Birney, D., Halford, G., Andrews, G. (2006). Measuring the influence of complexity on relational reasoning: The development of the Latin Square Task. Educational and Psychological Measurement, 66(1), 146-171.
  • Birney, D., Bowman, D., Pallier, J. (2006). Prior to paradigm integration, the task is to resolve construct definitions of gF and WM. Behavioral and Brain Sciences, 29(2), 127-127.
  • Andrews, G., Birney, D., Halford, G. (2006). Relational processing and working memory capacity in comprehension of relative clause sentences. Memory and Cognition, 34(6), 1325-1340.

2005

  • Birney, D., Fogarty, G., Plank, A. (2005). Assessing schematic knowledge of introductory probability theory. Instructional Science, 33(4), 341-366. [More Information]
  • Birney, D. (2005). Do you see the forest or the trees? We should aim to see both!. In Westen D, Burton L and Kowalski R (Eds.), Psychology: Australian and New Zealand edition, (pp. 314-315). Milton, QLD: John Wiley & Sons.
  • Birney, D., Lutz, D., Sternberg, R., Citron-Pousty, J. (2005). The development of cognitive and intellectual abilities. In M. E. Lamb & M. H. Bornstein (Eds.), Developmental science: An advanced textbook (5th Ed), (pp. 327-358). Mahwah, NJ: Lawrence Erlbaum Associates, Publishers.

2003

  • Birney, D. (2003). Mediating the Impact of Mediated Learning. PsycCRITIQUES, 48(5), 677-679.

2002

  • Birney, D., Halford, G. (2002). Cognitive complexity of suppositional reasoning: An application of the relational complexity metric to the knight-knave task. Thinking and Reasoning, 8(2), 109-134.

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