- Area of Study: History, Quantitative & Theoretical (primary), Developmental
- Email: email@example.com
- Office: RCB 6324
The philosophy of psychology, the use of evolutionary theory in psychology, developmental theory.
Racine, T. P. (in press). Wittgenstein as method: A review of Sullivan (2017), Wittgenstein’s philosophy in psychology: Interpretations and applications in historical context. Theory & Psychology.
Racine, T. P. (2019). Institutions, ontogenesis and evolutionary metatheory: Commentary on Packer and Cole. Human Development, 62: 212-218.
Racine, T. P. (2018). Affect, modularity, and evolutionary psychology: A review of Ellis and Solms (2018), Beyond evolutionary psychology: How and why neuropsychological modules arise. Human Development, 61(6), 376-380.
Racine, T. P. (2018). An adaptationist perspective on animal suicide: Commentary on Peña-Guzmán Animal Sentience: An Interdisciplinary Journal on Animal Feeling, 2(20), 103 (1-3).
Tafreshi, D., Khalil, N., & Racine, T. P. (2018). A qualitative person-oriented inquiry into women’s perspectives on knowledge and knowing. Human Development. 61(6), 337-362.
Maguire, K. Q., & Racine, T. P. (2017). What does evolutionary theory add to stereotype theory in the explanation of attractiveness bias? Behavioural & Brain Sciences, 40(e19), 30-31.
Racine, T. P. (2017). The case for pragmatism in evolutionary and developmental systems explanation: Commentary on Witherington and Lickliter (2016, 2017) and Bjorklund (2016). Human Development, Letters to the Editor: March 1, 2017, 1-17.
Racine, T. P. (2017). Yes, there is little hope in theory of mind research: Commentary on Montgomery. Human Development. 60(5), 262-269.
Tafreshi, D., & Racine, T. P. (2016). Children’s interpretive theory of mind: The role of mothers’ personal epistemologies, socioeconomic status and mother-child discourse. Cognitive Development, 39, 57-70.
Thompson, J. J., Sameen, N., & Racine, T. P. (2016). Methodological consequences of weak embodied cognition and shared intentionality. New Ideas in Psychology, 43, 28-38.
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