Explore our research

  • Emotions, Credibility and Deception Group

    Girl looking worried

The Emotions, Credibility and Deception Group brings together UCLan colleagues from Linguistics, Forensics, Postgraduate Medical and Dental Education and Psychology. Collectively, the group explores emotions, credibility and/or deception in socio-cultural, professional and forensic contexts. Current investigations include:

  • Accent perception
  • Auditory distraction
  • (Verbal aggression within) call centre interaction
  • Cancer depiction in the news / early awareness campaigns
  • Courtroom practices (modern and historical)
  • Face enhancing and face aggravating strategies as exhibited by particular communities of practice and/or within particular activity types
  • False memory
  • Forensic lie detection (human- and technology based)
  • Human behaviour during exposure to life-threatening situations
  • Human cooperation
  • Investigative interview techniques
  • Language of extremism
  • Loneliness and depression in childhood and adolescence
  • Online behaviour
  • Offender profiling
  • Social and emotional learning in childhood and adolescence

Expertise and Subject Areas

  • Aggression/impoliteness
  • Authorship Analysis
  • Computer Mediated Communication
  • Customer service interactions
  • Corpus Linguistics
  • Discursive Psychology
  • Forensic Linguistics
  • Forensic Psychology
  • Lie Detection
  • Phonetics
  • Pragmatics
  • Prosody
  • Psychology
  • Social Influence
  • Social Psychology


As well as publishing high quality research in peer-reviewed international academic journals, members of the ECD group (current and previous) are involved in consultancy/have authored consultation reports for the media, industry and government bodies (including the EU and the CPS).

Our research is helping to increase professional and social awareness of:

  • Language use in crisis negotiation (in collaboration with the UK Police’s Hostage and Crisis Negotiators),
  • How cancer stories are “framed” (a UCLan Cancerstudies collaboration with Lancashire and South Cumbria Cancer Network),
  • Counteracting verbal aggression on the customer service frontline, i.e. in call centres, contact centres and customer experience centres.
  • The importance of developing research-based training programmes that address the issues of counteracting and minimising the negative social effects of verbal aggression in customer service contexts.
  • The importance of psychology in understanding human behaviour in high pressure situations (in collaboration with Defence Science & Technology Laboratory (DSTL), Norwegian Armed Services and Fleetwood Nautical College).
  • The impact of emotional and social learning on academic achievement.
  • The importance of Emotional Intelligence, Theory of Mind, and Trust for social engagement.
  • The role of emotion regulation in the stability of internalising problems during childhood and adolescence,
  • Linguistic cues to deception detection (in collaboration with Lancaster University).

Publications and Outputs


  • Larner, S. (in preparation). Forensic Authorship Analysis and the World Wide Web, Basingstoke: Palgrave Pivot.
  • Seager, P. B. & Mann, S. (2008). Would I Lie To You? Fusion Press.
  • Mann, S., Seager, P. B., & Weinberg, J. (2008) Surviving the Terrible Teens: How to Have a Teenager and Stay Sane. White Ladder Press.
  • Mann, S. & Seager, P. B. (2007). Upping Sticks: How to Move House and Stay Sane. White Ladder Press.

Journal articles

  • Archer, D. (2011). Cross-examining lawyers, facework and the adversarial courtroom. Journal of Pragmatics. 43(13): 3216-3230.
  • Archer, D. (2011). Facework and im/politeness across legal contexts: an introduction. Journal of Politeness Research. 7(1): 1-19.
  • Archer, D. (2011). Libelling Oscar Wilde: The Case of Regina vs. John Sholto Douglas. Journal of Politeness Research. 7(1): 73-99.
  • Archer, D. (2006). (Re)initiating strategies: Judges and defendants in Early Modern English courtrooms. Journal of Historical Pragmatics 7 (2): 181-211.
  • Archer, D. (2002) "Can innocent people be guilty?". A sociopragmatic analysis of examination transcripts from the Salem Witchcraft Trials. Journal of Historical Pragmatics. 3(1): 1-30.
  • Dacre-Pool, L. & Qualter, P. (2012). Developing Emotional Intelligence and Emotional Self-Efficacy: The effect of a teaching intervention for university students. Learning and Individual Differences, 22, 306-312.
  • Hardaker, C. (2010). 'Trolling in asynchronous computer-mediated communication: From user discussions to theoretical concepts'. Journal of Politeness Research 6: 215-242.
  • Gallagher, D., Fisk, J., Montgomery, C., Robinson, S., Judge, J. and Taylor, P. (2013). Prospective memory deficits in illicit polydrug users are associated with the average long term typical dose of ecstasy typically consumed in a single session. Neuropsychology
  • Gallagher, D., Fisk, J., Montgomery, C., Judge, J., Robinson, S. and Taylor, P. (2012). Effects of Ecstasy/Polydrug Use on Memory for Associative Information. Psychopharmology 1-13.
  • Gillespie, A., & Richardson, B. (2011). Exchanging Social Positions: Enhancing Intersubjective coordination within a joint task. European Journal of Social Psychology, 41, 608-616.
  • Harris, R. A., Qualter, P. & Robinson, S. J. (2013). Loneliness Trajectories from Middle Childhood to Pre-Adolescence: Impact on Perceived Health and Sleep Disturbance. Journal of Adolescence.
  • Hughes, R. W., Hurlstone, M., Marsh, J. E., Vachon, F., & Jones, D. M.(2012). Cognitive control of auditory distraction: Impact of task difficulty, foreknowledge, and working memory capacity supports duplex-mechanism account. Journal of Experimental Psychology: Human Perception & Performance.
  • Hughes, R. W., Marsh, J. E., & Jones, D. M. (2011). Role of serial order in the talker variability effect in short-term memory: Testing a perceptual organization-based account. Memory & Cognition, 39, 1435-1447.
  • Jones, D. M., Marsh, J. E., & Hughes, R. W. (2012). Retrieval from memory: Vulnerable or inviolable? Journal of Experimental Psychology: Learning, Memory, & Cognition, 38, 905-922
  • Marsh, J. E., Beaman, C. P., Hughes, R. W., & Jones, D. M. (2012). Inhibitory control in memory: Evidence from negative priming in free recall. Journal of Experimental Psychology: Learning, Memory, & Cognition, 38, 1377-1388.
  • Marsh, J. E., & Jones, D. M. (2010). Cross-modal distraction by background speech: What role for meaning? Noise and Health, 12, 210-216.
  • Marsh, J. E., Hughes, R. W., & Jones, D. M. (2009). Interference by process, not content, determines semantic auditory distraction. Cognition, 110, 23-38.
  • Marsh J. E, Hughes, R. W., & Jones, D. M. (2008). Auditory distraction in semantic memory: A process-based approach. Journal of Memory and Language, 58, 682-700.
  • Marsh, J. E., Vachon, F., & Jones, D. M. (2008). When does between-sequence phonological similarity produce irrelevant sound disruption? Journal of Experimental Psychology: Learning, Memory, & Cognition,34, 243-248.
  • Perham, N. R., Marsh, J. E., & Jones, D. M. (2009). Syntax and serial recall: How Language supports short-term memory for order. Quarterly Journal of Experimental Psychology, 62, 1285-1293.
  • Prentice, S., Rayson, P. and Taylor, P. J. (2012). ‘The language of Islamic extremism: towards an automated identification of beliefs, motivations and justifications’. International Journal of Corpus Linguistics, 17 (2), 259-286.
  • Prentice, S., Taylor, P. J. and Rayson, P. (2012). ‘Differentiating act from ideology: evidence from messages for and against violent extremism’. Negotiation and Conflict Management Research, 5 (3), 289-306.
  • Prentice, S., Taylor, P. J., Rayson, P., Hoskins, A. and O'Loughlin, B. (2011). ‘Analyzing the semantic content and persuasive composition of extremist media: A case study of texts produced during the Gaza conflict’. Information System Frontiers, 13 (1), 61-73.
  • Qualter, P., Gardner, K.J., Pope, D., Hutchinson, J.M., & Whiteley, H.E (2012). Ability emotional intelligence, trait emotional intelligence, and academic success in British secondary schools: A 5-year longitudinal study. Learning and Individual Differences, 22, 83-91.
  • Qualter, P., Brown, S.L., Rotenberg, K.J., Vanhalst, J, Harris, R.A., Goossens, L, Bangee, M.* & Munn, P. (2012). Trajectories of Loneliness during Childhood and Adolescence: Predictors and health outcomes. Journal of Adolescence: Special Issue on Loneliness. iFirst.
  • Qualter, P., Rotenberg, K. J. Barrett, L., Henzi, P, et al., (2012). Investigating Hypervigilance for Social Threat of Lonely Children. Journal of Abnormal Child Psychology. doi: 10.1007/s10802-012-9676-x, iFirst.
  • Richardson, B. (2012). The History of Social Psychology. History of Philosophy and Psychology, 14 (2).
  • Richardson, B., & Taylor, P.J (forthcoming). Getting in Step: The role of Synchrony in Negotiation. Negotiation Journal.
  • Robinson, S. J. and Porter. H. (2013). Barriers to Compliance with Emergency Warnings. Alert - The Institute of Civil Protection and Emergency Management Journal.
  • Robinson S. J. and Rollings, L. J. L. (2011). The effect of state-context on visual recognition and recall memory. Journal of General Psychology. 138(1), 66-79.
  • Robinson, S. J., Leach, J., Owen –Lynch, P. J. and Sünram-Lea. S. (2013). Reactivity and Cognitive Performance in a Simulated Emergency (Firefighting). Aviation, Space and Environmental Medicine.
  • Robinson S. J., Sunram-Lea, S., Leach, J. and Owen-Lynch P. J. (2008). The effects of exposure to an acute naturalistic stressor on working memory, state anxiety and salivary cortisol concentration. International Journal on the Biology of Stress. 11:2, 115 -124.
  • Seager, P. B. (2004) Detecting Lies: Are You As Good As You Think You Are? Forensic Update, 77, 5-9.
  • Sünram-Lea, S. I., Owen-Lynch, J., Robinson, S. J., Jones, E and Hu, H. (2012). The effect of energy drinks on cortisol levels, cognition and mood during a fire-fighting exercise. Psychopharmology. 219(1), 83-97.

Chapters in edited collections

  • Archer, D. (2013). Tracing the crime narratives within the Palmer Trial (1856): From the lawyer’s opening speeches to the judge’s summing up. In: C. Heffer, F. Rock & J. Conley (eds.) Legal-Lay Communication: Textual Travels in the Legal Process. Oxford University Press, pp.168-85.
  • Archer, D. (2012). ‘Assessing Garrow’s aggressive questioning style’. In: G. Mazzon (ed.). English Historical Dialogue Studies. Milano: FrancoAngeli, pp.301-320.
  • Archer, D. (2010). A diachronic investigation of English Courtroom Practice. In: M. Coulthard and A. Johnson (eds.) A Handbook of Forensic Linguistics. Routledge, pp.185-198.
  • Archer, D. (2008). Verbal aggression and impoliteness: related or synonymous? In Bousfield, D. & M. Locher (eds.) Impoliteness in language. Language, Power and Social Processes Series. Mouton de Gruyter, pp. 181-207.
  • Archer, D (2007). Developing a more detailed picture of the Early Modern English courtroom: Data and methodological issues facing historical pragmatics. In S. M. Fitzmaurice & I. Taavitsainen (eds.) Methods in Historical Pragmatics. Recovering speaker meaning and reader inference. Mouton de Gruyter, pp. 185-218.
  • Archer, D. (2006). Tracing the development of “advocacy” in two nineteenth century English trials. In Dossena, M. and Taavitsainen, I. (eds.) Diachronic Perspectives on Domain-Specific English. Bern: Peter Lang; Linguistic Insights series, pp.41-68.
  • Robinson, S. J. (in press). Memory. In: Biological Psychology. London: Sage.
  • Robinson, S. J. (in press). Health and Stress. In: Biological Psychology. London: Sage.
  • Robinson, S. J. (in press). How to survive a being taken hostage. In: Extreme Survival. Military Pocket Books Ltd.
  • Taylor, P. J., Larner, S., Conchie, S. M., and Van der Zee, S. (forthcoming, 2013). Cross-cultural deception detection. In P. A. Granhag, A. Vrij, & B. Verschuere (eds.). Deception detection: Current challenges and new approaches. London: Wiley.
  • Tomblin, S. (2012). Coulthard, Malcolm. In: Chapelle, C.A. (ed.). The Encyclopedia of Applied Linguistics. Oxford, UK: Wiley-Blackwell.
  • Wichmann, A. (2012). Prosody in context: the effect of sequential relationships between speaker turns. In: Elordieta, G. and Prieto, P. (eds.). Prosody and Meaning. Mouton.
  • Wichmann, A . (2011). Prosody and Pragmatic Effects. In: Aijmer, K. and Anderson, G. (eds). Pragmatics of Society. De Gruyter: Berlin, pp181-21.3

Theme issues

  • Archer, D. and J. Luchjenbroer (eds.) (2011). Facework and im/politeness across legal contexts. Journal of Politeness Research. Language, behaviour, culture. 7(1). Mouton de Gruyter.

Conference proceedings

  • Hughes, R. W., Vachon, F., Hurlstone, M. J., Marsh, J. E., Macken, W. J., & Jones, D. M. (2011). Disruption of cognitive performance by sound: Differentiating two forms of auditory distraction. Proceedings of the 10th International Congress on Noise as a Public Health Problem (ICBEN), London, UK.
  • Jagodziński P. (2009). ‘The perception of the African American Vernacular English accent among the students of the School of English, Adam Mickiewicz University’ In: Michalski, G.; Wiland, B.; Dziubalska-Kołaczyk, K.; Witkoś, J. (eds.) Proceedings of the 2nd Student Conference on Formal Linguistics. Poznań: School of English, pp. 109-117.
  • Richardson, B., & Taylor, P.J. (2013). ‘The Effect of Priming on Linguistic Cues to Deception’. European Association of Psychology and Law, Coventry, UK.
  • Richardson, B., Taylor, P.J., Nicholson, S., & Walton, C. (2013). ‘Encouraging Cooperation: Language Mimicry as a Strategic Tool’. British Psychology Social Section, Exeter, UK.
  • Richardson, B., & Taylor, P.J. (2013). ‘Interpersonal Behaviour and Interviewee Cooperation’. The Society for Applied Research in Memory and Cognition, Rotterdam, the Netherlands.
  • Richardson, B., Taylor, P.J., Snook, B., Conchie, S., & Bennell, C. (2012). ‘Verbal Dynamics of Police Interrogation’. American Criminology Society, Chicago, USA.
  • Richardson, B., & Taylor, P.J. (2012). Linguistic Mimicry in Police Interviews’. European Association of Psychology and Law, Nicosia, Cyprus.
  • Tomblin, S. (2012). Investigating Formulaic Language as a Marker of Authorship. In: Tomblin, S., Coulthard, M., MacLeod, N., & Sousa-Silva, R. (eds.). Proceedings of The International Association of Forensic Linguists’ Tenth Biennial Conference [e-book]
  • Tomblin, S., Coulthard, M., MacLeod, N., & Sousa-Silva, R. (Eds) (2012). Proceedings of The International Association of Forensic Linguists’ Tenth Biennial Conference [e-book]

Courses and Postgraduate Study

MA by Research

Our MA by Research allows you to choose your specialism in English Language and Linguistics – or a combination of these areas.

You will be joining an established research team and will have the opportunity to work with internationally-recognised scholars and researchers who are specialists in their fields. Our expertise is wide-ranging and includes:

  • Sign language linguistics
  • Pragmatics – contemporary and historical
  • Discourse analysis – with a special focus on forensic and political contexts
  • Critical discourse analysis
  • Philosophy and critical theory
  • Socio, pragmatic, corpus and forensic linguistics, and emotional intelligence
  • English and Germanic linguistics

The MA by Research will provide you with the opportunity to develop a wide set of skills applicable to many professions. Our graduates have gone on to enjoy careers in theatre production, national government, teaching in further and higher education, and also as published authors.

Recent success from within the Linguistics subject team includes:

  • Linguistics projects in pupil engagement in the question process during numeracy problem-solving sessions and the Garstang Accent.

How the Masters by Research works:

  • You will be appointed a director of studies, who will be a specialist in the subject area. Your director will help you through the process, including the research methods that you will need to complete your project successfully. Your director will help you construct your literature review and develop an enhanced understanding of relevant critical and theoretical frameworks for your study.
  • You will also be assigned a supervisory team, which will include scholars with interests in your area of research.
  • You will be provided with a practical study structure through seminars and workshops to enhance research methods, postgraduate writing, and knowledge of important critical theories, creative practice and the application of project-specific skills such as archival research.
  • The main outcome from your studies will be your dissertation/project, an extended study of your chosen topic of approx. 25,000 words (or equivalent for creative writing projects).

The Study Structure: 

  • We run a regular series of seminars addressing the methodologies and subject-specific theoretical practices relevant to your chosen area of study. The seminars provide a sense of group identity with other researchers as you undertake your individual research project and allow you to share your progress, experience the work of other students and introduce you to potential interdisciplinary perspectives that may enhance your own work.
  • You will also receive training on developing your own career, with support from our established researchers.
  • You will be guided in the preparation of conference paper proposals and delivery and encouraged to consider publication outlets from the earliest stages of your study.
  • Subject-specific seminars are complimented by a series of training sessions aimed to develop your research potential and help you get the most out of your research degree experience.


Related Projects


  • Time, Response and Audience Constructed Evaluation of Extremist Counter-Messages (1/10/09-1/10/12 , Prentice, with Security Lancaster)


  • Depicting Cancer in the News / Early Awareness Campaigns (Archer, Cook, Dey)
  • Crisis Negotiation within a Forensic Context (Archer)
  • Priming and Linguistic Cues to Deception (Richardson)
  • The Cooperation Link: When and Why Mimicry Works (Richardson)