People_

Dr Kit Double

Senior Lecturer

Email

kit.double@sydney.edu.au

Address

A18 - Brennan MacCallum Building

The University of Sydney

Websites

USYD Meta Lab

Biographical details

Dr Kit Double is a Senior Lecturer and Australian Research Council DECRA Fellow in the School of Psychology, University of Sydney. Dr Double completed his PhD in psychology at the University of Sydney in 2018, and then worked as a Postdoctoral Fellow at Oxford University from 2018-2021. The Australian newspaper named Dr Double as Australia’s top psychology researcher of 2025.

PhD and master's project opportunities

Perfectly Calibrated: Reducing Overconfidence Through Self-assessment

Educational Psychology: The Psychological Processes Involved in Self-regulated Learning

Current research students

Project title	Research student
“How deep does the brainrot go?”: characterising the impact of digital technology on human memory	Cynthia FENG

Publications

By Type

Expand all

Book Chapters

Clarke, I., Double, K., MacCann, C. (2017). Rethinking How We Prepare Students for the Workforce. In Not known (Eds.), Building Better Students: Preparation for the Workforce, (pp. 1-20). TBC. [More Information]

Journals

MacCann, C., Double, K., Olderbak, S., Austin, E., Pinkus, R., Walker, S., Kunst, H., Niven, K. (2025). What Do We Do to Help Others Feel Better? The Eight Strategies of the Regulating Others’ Emotions Scale (ROES). Emotion (online), 25(2), 410-429. [More Information]
Double, K., Birney, D. (2024). Confidence judgments interfere with perceptual decision making. Scientific Reports, 14(1). [More Information]
Double, K., Pinkus, R., Gross, J., MacCann, C. (2024). Emotion Regulation Efficacy Beliefs: The Outsized Impact of Base Rates. Emotion, 24(1), 234-240. [More Information]
Double, K., Cavanagh, M. (2024). Need for cognition predicts the accuracy of affective forecasts. Personality and Individual Differences, 216, 112399. [More Information]
Double, K., MacCann, C., Kunst, H., Pinkus, R. (2024). Regulating others' emotions: An exploratory study of everyday extrinsic emotion regulation in university students. Personality and Individual Differences, 226, 112687. [More Information]
Hopfenbeck, T., Johnston, S., Cresswell, C., Double, K., McGrane, J. (2023). An evaluation of the IB career-related programme implementation in Kent, UK. Globalisation, Societies and Education. [More Information]
Double, K., Masri, Y., McGrane, J., Hopfenbeck, T. (2023). Do IB students have higher critical thinking? A comparison of IB with national education programs. Thinking Skills and Creativity, 50, 101416. [More Information]
Double, K. (2023). Do Judgments of Learning Impair Recall When Uninformative Cues Are Salient? Journal of Intelligence, 11(10). [More Information]
Walker, S., Double, K., Kunst, H., Zhang, M., MacCann, C. (2022). Emotional intelligence and attachment in adulthood: A meta-analysis. Personality and Individual Differences, 184, 111174. [More Information]
Double, K., Pinkus, R., MacCann, C. (2022). Emotionally Intelligent People Show More Flexible Regulation of Emotions in Daily Life. Emotion, 22(2), 397-402. [More Information]
Xiao, H., Double, K., Walker, S., Kunst, H., MacCann, C. (2022). Emotionally Intelligent People Use More High-Engagement and Less Low-Engagement Processes to Regulate Others' Emotions. Journal of Intelligence, 10(4). [More Information]
Walker, S., Double, K., Birney, D., MacCann, C. (2022). How much can people fake on the dark triad? A meta-analysis and systematic review of instructed faking. Personality and Individual Differences, (193), 1-10. [More Information]
MacCann, C., Double, K., Clarke, I. (2022). Lower Avoidant Coping Mediates the Relationship of Emotional Intelligence With Well-Being and Ill-Being. Frontiers in Psychology, 13. [More Information]
Walker, S., Double, K., Birney, D. (2021). The Complicated Relationship Between the Dark Triad and Emotional Intelligence: A Systematic Review. Emotion Review, 13(3), 257-274. [More Information]
Double, K., McGrane, J., Hopfenbeck, T. (2021). The Impact of Peer Assessment on Academic Performance: A Meta-analysis of Control Group Studies. Springer Nature, 32(2), 481-509. [More Information]
Double, K., McGrane, J., Stiff, J., Hopfenbeck, T. (2021). The importance of early phonics improvements for predicting later reading comprehension. British Educational Research Journal, 45(6), 1220-1234. [More Information]
Double, K., Chow, J., Livesey, E., Hopfenbeck, T. (2020). Causal illusions in the classroom: how the distribution of student outcomes can promote false instructional beliefs. Cognitive Research: Principles and Implications, 5(1), 34. [More Information]
MacCann, C., Jiang, Y., Brown, L., Double, K., Bucich, M., Minbashian, A. (2020). Emotional Intelligence Predicts Academic Performance: A Meta-Analysis. Psychological Bulletin, 146(2), 150-186. [More Information]
Colmar, S., Double, K., Davis, N., Sheldon, L., Phillips, N., Cheng, M., Briddon, S. (2020). Memory Mates: An evaluation of a classroom-based, student-focused working memory intervention. Journal of Psychologists and Counsellors in Schools, 30(2), 159-171. [More Information]
Rahnev, D., Desender, K., Lee, A., Adler, W., Aguilar-Lleyda, D., Akdogan, B., Arbuzova, P., Atlas, L., Balci, F., Won Bang, J., Birney, D., et al (2020). The Confidence Database. Nature Human Behaviour, 4(3), 317-325. [More Information]
Double, K., Birney, D. (2019). Do confidence ratings prime confidence? Psychonomic Bulletin and Review, 26(3), 1035-1042. [More Information]
Double, K., Birney, D. (2019). Reactivity to Measures of Metacognition. Frontiers in Psychology, 10, 1-12. [More Information]
Double, K., Birney, D., Walker, S. (2018). A meta-analysis and systematic review of reactivity to judgements of learning. Memory, 26(6), 741-750. [More Information]
Birney, D., Beckmann, J., Beckmann, N., Double, K., Whittingham, K. (2018). Moderators of learning and performance trajectories in microworld simulations: Too soon to give up on intellect!? Intelligence, 68, 128-140. [More Information]
Double, K., Birney, D. (2018). Reactivity to confidence ratings in older individuals performing the latin square task. Metacognition and Learning, 13(3), 309-326. [More Information]
Franceschini, S., Trevisan, P., Ronconi, L., Bertoni, S., Colmar, S., Double, K., Facoetti, A., Gori, S. (2017). Action video games improve reading abilities and visual-to-auditory attentional shifting in English-speaking children with dyslexia. Scientific Reports, 7(1), 1-12. [More Information]
Double, K., Birney, D. (2017). Are you sure about that? Eliciting confidence ratings may influence performance on Raven's progressive matrices. Thinking and Reasoning, 23(2), 190-206. [More Information]
Birney, D., Beckmann, J., Beckmann, N., Double, K. (2017). Beyond the intellect: Complexity and learning trajectories in Raven's Progressive Matrices depend on self-regulatory processes and conative dispositions. Intelligence, 61, 63-77. [More Information]
Colmar, S., Double, K. (2017). Working memory interventions with children: Classrooms or computers? Journal of Psychologists and Counsellors in Schools, 27(2), 264-277. [More Information]
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]

show 27 more

Conferences

Double, K., Birney, D. (2017). The Interplay Between Self-evaluation, Goal Orientation, and Self-efficacy on Performance and Learning. 39th Annual Meeting of the Cognitive Science Society, London, UK: Cognitive Science Society.

By Year

Expand all

2025

MacCann, C., Double, K., Olderbak, S., Austin, E., Pinkus, R., Walker, S., Kunst, H., Niven, K. (2025). What Do We Do to Help Others Feel Better? The Eight Strategies of the Regulating Others’ Emotions Scale (ROES). Emotion (online), 25(2), 410-429. [More Information]

2024

Double, K., Birney, D. (2024). Confidence judgments interfere with perceptual decision making. Scientific Reports, 14(1). [More Information]
Double, K., Pinkus, R., Gross, J., MacCann, C. (2024). Emotion Regulation Efficacy Beliefs: The Outsized Impact of Base Rates. Emotion, 24(1), 234-240. [More Information]
Double, K., Cavanagh, M. (2024). Need for cognition predicts the accuracy of affective forecasts. Personality and Individual Differences, 216, 112399. [More Information]
Double, K., MacCann, C., Kunst, H., Pinkus, R. (2024). Regulating others' emotions: An exploratory study of everyday extrinsic emotion regulation in university students. Personality and Individual Differences, 226, 112687. [More Information]

show 1 more

2023

Hopfenbeck, T., Johnston, S., Cresswell, C., Double, K., McGrane, J. (2023). An evaluation of the IB career-related programme implementation in Kent, UK. Globalisation, Societies and Education. [More Information]
Double, K., Masri, Y., McGrane, J., Hopfenbeck, T. (2023). Do IB students have higher critical thinking? A comparison of IB with national education programs. Thinking Skills and Creativity, 50, 101416. [More Information]
Double, K. (2023). Do Judgments of Learning Impair Recall When Uninformative Cues Are Salient? Journal of Intelligence, 11(10). [More Information]

2022

Walker, S., Double, K., Kunst, H., Zhang, M., MacCann, C. (2022). Emotional intelligence and attachment in adulthood: A meta-analysis. Personality and Individual Differences, 184, 111174. [More Information]
Double, K., Pinkus, R., MacCann, C. (2022). Emotionally Intelligent People Show More Flexible Regulation of Emotions in Daily Life. Emotion, 22(2), 397-402. [More Information]
Xiao, H., Double, K., Walker, S., Kunst, H., MacCann, C. (2022). Emotionally Intelligent People Use More High-Engagement and Less Low-Engagement Processes to Regulate Others' Emotions. Journal of Intelligence, 10(4). [More Information]
Walker, S., Double, K., Birney, D., MacCann, C. (2022). How much can people fake on the dark triad? A meta-analysis and systematic review of instructed faking. Personality and Individual Differences, (193), 1-10. [More Information]
MacCann, C., Double, K., Clarke, I. (2022). Lower Avoidant Coping Mediates the Relationship of Emotional Intelligence With Well-Being and Ill-Being. Frontiers in Psychology, 13. [More Information]

show 2 more

2021

Walker, S., Double, K., Birney, D. (2021). The Complicated Relationship Between the Dark Triad and Emotional Intelligence: A Systematic Review. Emotion Review, 13(3), 257-274. [More Information]
Double, K., McGrane, J., Hopfenbeck, T. (2021). The Impact of Peer Assessment on Academic Performance: A Meta-analysis of Control Group Studies. Springer Nature, 32(2), 481-509. [More Information]
Double, K., McGrane, J., Stiff, J., Hopfenbeck, T. (2021). The importance of early phonics improvements for predicting later reading comprehension. British Educational Research Journal, 45(6), 1220-1234. [More Information]

2020

Double, K., Chow, J., Livesey, E., Hopfenbeck, T. (2020). Causal illusions in the classroom: how the distribution of student outcomes can promote false instructional beliefs. Cognitive Research: Principles and Implications, 5(1), 34. [More Information]
MacCann, C., Jiang, Y., Brown, L., Double, K., Bucich, M., Minbashian, A. (2020). Emotional Intelligence Predicts Academic Performance: A Meta-Analysis. Psychological Bulletin, 146(2), 150-186. [More Information]
Colmar, S., Double, K., Davis, N., Sheldon, L., Phillips, N., Cheng, M., Briddon, S. (2020). Memory Mates: An evaluation of a classroom-based, student-focused working memory intervention. Journal of Psychologists and Counsellors in Schools, 30(2), 159-171. [More Information]
Rahnev, D., Desender, K., Lee, A., Adler, W., Aguilar-Lleyda, D., Akdogan, B., Arbuzova, P., Atlas, L., Balci, F., Won Bang, J., Birney, D., et al (2020). The Confidence Database. Nature Human Behaviour, 4(3), 317-325. [More Information]

show 1 more

2019

Double, K., Birney, D. (2019). Do confidence ratings prime confidence? Psychonomic Bulletin and Review, 26(3), 1035-1042. [More Information]
Double, K., Birney, D. (2019). Reactivity to Measures of Metacognition. Frontiers in Psychology, 10, 1-12. [More Information]

2018

Double, K., Birney, D., Walker, S. (2018). A meta-analysis and systematic review of reactivity to judgements of learning. Memory, 26(6), 741-750. [More Information]
Birney, D., Beckmann, J., Beckmann, N., Double, K., Whittingham, K. (2018). Moderators of learning and performance trajectories in microworld simulations: Too soon to give up on intellect!? Intelligence, 68, 128-140. [More Information]
Double, K., Birney, D. (2018). Reactivity to confidence ratings in older individuals performing the latin square task. Metacognition and Learning, 13(3), 309-326. [More Information]

2017

Franceschini, S., Trevisan, P., Ronconi, L., Bertoni, S., Colmar, S., Double, K., Facoetti, A., Gori, S. (2017). Action video games improve reading abilities and visual-to-auditory attentional shifting in English-speaking children with dyslexia. Scientific Reports, 7(1), 1-12. [More Information]
Double, K., Birney, D. (2017). Are you sure about that? Eliciting confidence ratings may influence performance on Raven's progressive matrices. Thinking and Reasoning, 23(2), 190-206. [More Information]
Birney, D., Beckmann, J., Beckmann, N., Double, K. (2017). Beyond the intellect: Complexity and learning trajectories in Raven's Progressive Matrices depend on self-regulatory processes and conative dispositions. Intelligence, 61, 63-77. [More Information]
Clarke, I., Double, K., MacCann, C. (2017). Rethinking How We Prepare Students for the Workforce. In Not known (Eds.), Building Better Students: Preparation for the Workforce, (pp. 1-20). TBC. [More Information]
Double, K., Birney, D. (2017). The Interplay Between Self-evaluation, Goal Orientation, and Self-efficacy on Performance and Learning. 39th Annual Meeting of the Cognitive Science Society, London, UK: Cognitive Science Society.
Colmar, S., Double, K. (2017). Working memory interventions with children: Classrooms or computers? Journal of Psychologists and Counsellors in Schools, 27(2), 264-277. [More Information]

show 3 more

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]

Selected Grants

2024