Professor Phil Reed obtained a D.Phil. from the University of York, and then held a Research Fellowship at the University of Oxford, and a Readership in Learning and Behaviour at University College London. He took a Chair in the Department of Psychology at Swansea University.

Phil's research interests fall into three broad categories: Learning and Memory, Autism and Educational Interventions, and Psychology and Medicine including Internet Addiction. Phil has written four books, and published over 200 papers on these and other topics, as well as being invited to present his work at international conferences. Phil has served on the Editorial Boards for Behavior and Philosophy, Journal of the Experimental Analysis of Behavior, and Research in Autism Spectrum Disorders.

Phil’s work on internet addiction and autism features regularly on the media, and has been featured on the Science Channel’s ‘Through the Wormhole with Morgan Freeman’, BBC Radio 4, and Radio Wales, as well as in Time Magazine, Cosmopolitan, The Daily Mail, and also locally in the Swansea Evening Post and the Western Mail.

Phil works closely with many educational charities and local education authorities to advise about autism and reading problems, and has held appointments for the Department for Education, and the Children in Wales Policy Council in these contexts. Phil has held grants from the Baily Thomas Fund, Economic and Social Research Council, Leverhulme Trust, and Mechner Foundation.

Publications

  1. The structure of random ratio responding in humans.. Journal of Experimental Psychology: Animal Learning and Cognition 41(4), 419-431.
  2. & Differential physiological changes following internet exposure in higher and lower problematic internet users. PLOS ONE 12(5), e0178480
  3. Win-stay and win-shift lever-press strategies in an appetitively reinforced task for rats. Learning & Behavior 44(4), 340-346.
  4. & Factors producing over-selectivity in older individuals. AGE 38(3)
  5. & Evidence for an Internet Addiction Disorder. The Journal of Clinical Psychiatry 77(2), 269-274.

See more...

Teaching

  • PS-M10 Dissertation (MSc Research Methods)

    This module involves practical application of the skills acquired in Part I of the MSc Research Methods, and is a culmination of the teaching given in Part I of the programme. Students must identify a research supervisor from within the Department and agree an independent research project proposal to be conducted from TB2 onwards. Students will be required to design, execute, analyse and report a research project of their own choosing drawing on their own interests, under the supervision of an appropriate member of staff.

  • PS-M14 Philosophy of Psychology

    This module gives an overview both of the assumptions underlying Psychology, and of the major questions addressed by psychologists. Areas from the Philosophy of Science, such as positivism, reductionism, falsificationism, and the sociology of knowledge will be addressed. The course focuses on recent debates concerning the Philosophy of Mind, the relationship between behaviourism, neuroscience and Psychology, and on methodological issues such as the nature of scientific method and its alternatives.

  • PS-M15 Special Research Skills

    Specialists from a variety of fields in psychology discuss the methods used in their own research area. The subject areas will vary from year to year depending upon the current research interests and activities of the staff. Each seminar is grounded by showing the application of these methods to a particular theory or issue in psychology. Students select two options from those presented (one in TB1 and TB2) and write an essay after consultation with the presenter on a topic geared to their own research interests.

  • PS-M16 Statistical Methods

    This module provides coverage of statistical analysis via a practical/conceptual rather than a theoretical approach. Instruction is given in the use of computer statistical package. The objective of this approach is to ensure competency in the understanding of measurement theory, and the performance of nonparametric statistics for hypothesis testing. The course will lead to the ability to perform analysis of variance, and advanced multivariate statistical analysis through a computer package, and enable interpretation of such statistics.

  • PS-M39 Qualitative Methods

    This module provides coverage of main approaches to qualitative research. Qualitative analysis will be taught via a practical/conceptual, rather than a theoretical approach. Instruction is given in the use of performing qualitative analyses. The objective of this approach is to ensure competency in the understanding of the uses of qualitative analysis, and the main strengths and weaknesses of this approach. The course will lead to the ability to perform analysis, and enable interpretation of such analyses.

  • PS-M52 Statistical and Research Methods

    This module provides a comprehensive overview of the statistical methods and research designs used in applied clinical and health psychology. The module examines the parameters of ethical research practice and introduces students to the key concepts and a limited number of qualitative methods commonly used in applied psychology.

  • PS-M57 Applied Behaviour Analysis

    This module outlines the major principles and applications of behavioural psychology. It covers the basic concepts underlying the approach to psychology, and covers contemporary developments in the field, and their applications in a clinical and educational context. In also covers the principles of functional assessment and analysis. Many of the applied examples given regarding behavioural intervention are concerned with Autism Spectrum Disorders, and other developmental disorders, but other examples drawn from adult fields are also given. The core components of empirically-validated interventions are emphasised.

  • PSY214 From Individuals to Society

    This module focuses on the study of individuals both in terms of how individuals differ from each other (such as personality traits and attributional style) as well as how environmental factors such as ethnocentrism, group performance and pro-social behaviour affect behaviour. Classical and contemporary theory and research relevant to a range of social psychological issues such as leadership and stress are covered. Social psychology content is structured under the broad thematic umbrellas of intra-personal (individual-level) and inter-personal (group-level) processes. The module also encompasses individual differences from the perspective of abnormal variation (e.g. psychological problems including autistic spectrum disorders) and normal variation (behavioural genetics, personality and intelligence). Key questions such as `What do we mean by normal behaviour?¿ and `What is the relative contribution of nature vs. nurture to individual differences?¿ are addressed.

  • PSY320 Dissertation

    This optional module provides students with the opportunity to conduct an extended literature review to discover what is currently known about an interesting, but less well known, area of psychology that is not taught as part of the psychology curriculum in Level 5 or 6. Students work independently, guided by their dissertation supervisor, to research a topic of their choice. In recent years students have written dissertations about `political psychology¿, `positive psychology¿ `why people take part in extreme sports¿, `does cannabis use cause schizophrenia¿ and many other diverse lines of enquiry.

  • PSY324 From Individuals to Society

    This module focuses on the study of individuals both in terms of how individuals differ from each other (such as personality traits and attributional style) as well as how environmental factors such as ethnocentrism, group performance and pro-social behaviour affect behaviour. Classical and contemporary theory and research relevant to a range of social psychological issues such as leadership and stress are covered. Social psychology content is structured under the broad thematic umbrellas of intra-personal (individual-level) and inter-personal (group-level) processes. The module also encompasses individual differences from the perspective of abnormal variation (e.g. psychological problems including autistic spectrum disorders) and normal variation (behavioural genetics, personality and intelligence). Key questions such as `What do we mean by normal behaviour?¿ and `What is the relative contribution of nature vs. nurture to individual differences?¿ are addressed.

  • PSY353 Philosophy of Psychology

    This module gives an overview both of the assumptions underlying psychology, and of the major questions addressed by psychologists. Areas from the philosophy of science, such as positivism, reductionism, falsificationism, and the sociology of knowledge will be addressed. The course focuses on recent debates concerning the Philosophy of Mind, the relationship between behaviourism, neuroscience and Psychology, and on methodological issues such as the nature of scientific method and its alternatives.

Supervision

  • Memory in individuals with Autism Spectrum Disorders (current)

    Student name:
    PhD
    Other supervisor: Prof Toby Lloyd-Jones
  • The structure of Human Performance on Schedules of reinforcement (current)

    Student name:
    MPhil
    Other supervisor: Prof Simon Dymond
  • 'Analysis of phonological abilities and responsiveness to intervention of reading delayed and dyslexic children aged 11 to 14 yrs.' (current)

    Student name:
    PhD
    Other supervisor: Dr Jeremy Tree
  • An evaluation of reading assessments for pupils with Autism Spectrum Disorder (current)

    Student name:
    PhD
    Other supervisor: Dr Jeremy Tree
  • Separation of diagnosis of Autism and Attachment disorders (current)

    Student name:
    PhD
    Other supervisor: Prof Paul Bennett
  • The efficacy of the outcomes of ABA and Intensive Interaction on individuals diagnosed with ASD, also the impact of these interventions on the family well beings. (current)

    Student name:
    PhD
    Other supervisor: Prof Toby Lloyd-Jones
  • 'The relationship between human performance on random interval and random ratio schedules of reinforcement, performance awareness and rule governed behaviour' (awarded 2017)

    Student name:
    PhD
    Other supervisor: Dr Vicky Lovett