Dr Ira Konstantinou
Professor of Psychology
I have completed my BA in Psychology at the American College of Greece in Athens. I completed my PhD work on memory awareness at Sussex University in 2005 and have been working at Richmond, the American International University in London since 2003. My research interests are in the area of memory awareness and I have recently started work on bringing 2 lines of research together, that of memory awareness and that of factors contributing to own-race bias. I am also conducting pedagogical research with a focus on critical thinking in undergraduate students. In terms of teaching, I have designed and run successfully several new courses at Richmond University.
DuToit, K., Smith, L. and Konstantinou, I. (2014). The effect of immediate forced false responses on delayed recognition memory accuracy and confidence ratings. The International Journal of Interdisciplinary Global Studies, 8(3), 1-16.
Konstantinou, I. (2013). Levels of processing and memory awareness when recognising own-race versus other-race Faces: Implications for eyewitness memory. The International Journal of Interdisciplinary Global Studies, 7 (1), 39-50.
Konstantinou, I. (2016). Development of critical thinking skills in Psychology students. The Magazine for the Association for the Teaching of Psychology, 2, 18-19.
Konstantinou, I. (2017). Cross-race bias and its implications for eyewitness testimony. The Magazine for the Association for the Teaching of Psychology. Manuscript in preparation.
Konstantinou, I. and Cohen, M. (2014). Are our students evolving into critical thinkers? Darwin forbid! The International Journal of Pedagogy and Curriculum, 21, 27-36.
Konstantinou, I, Richardson, T.L., Johnson, C.K., and Lunasha – Kennedy, F.S. (2016). Effects of infra-humanisation processes on cross-race recognition memory. Manuscript in preparation.
Professional Engagements, Conference Presentations & Workshops
Classroom Challenges: Behaviours, Diversity and Space Conference (2015, March). Center for Learning and Teaching, Richmond, the American International University in London, attendee and member of organizing committee.
Classroom Management Workshop (2014, October). Center for Learning and Teaching, Richmond, the American International University in London, attendee and member of organizing committee and attendee.
Konstantinou, I, Negas, C., Karayianni, I., Ventouris, A., and Horne, M. (2017). Embedding critical thinking skills in the Psychology curriculum, colloquium accepted to the Twenty-fifth International Conference on Learning 2018 Special Focus: Education in a Time of Austerity and Social Turbulence, 21–23 June, University of Athens, Athens, Greece
Konstantinou, I, Richardson, T.L., Johnson, C.K., and Lunasha – Kennedy, F.S. (August 2016). Infra-humanization effects when recognizing own-race versus other-race faces: Implications for eyewitness testimony. Paper presented at the 11th International Conference on Interdisciplinary Social Sciences, Imperial College London, UK
Konstantinou, I. (2012, April). Levels of processing and memory awareness when recognising own-race versus other-race faces: implications for eye-witness memory. Paper presented at The British Psychological Society Annual Conference, London, UK.
Konstantinou, I. (2012, July). Levels of processing and memory awareness when recognizing own-race versus other-race faces: Implications for eye-witness memory. Paper presented at the XXX International Congress in Psychology. Proceedings in Cognitive, International Journal of Psychology, 47:sup1, 109-151.
Konstantinou, I. and Cohen, M. (2014, July). Are our students evolving into critical thinkers? Darwin forbid! Paper to be presented at the 21st International Conference on Learning, New York, USA.
Konstantinou, I. and Dyberg, M. (2014, May). Evidence-based student engagement: lessons from cognitive science. Paper to be presented at the Student Engagement Conference organised by the Centre for Learning and Teaching at Richmond, the American International University in London.
Teaching and Research: The ‘strawberries and cream’ of psychology (November, 2015). BPS DART-P Workshop, London, attendee.
The Undergraduate Education Committee Programme Liaison Day (May, 2016). BPS UEC, Birmingham, attendee.
Wylde, C. and Konstantinou, I. (October, 2015). Assessment practices workshop. Presented at the Assessment, feedback and Moderation Conference, Center for Learning and Teaching. Richmond, the American International University in London.
Get in Touch
I teach on:
BA (Hons) Psychology
Some of the courses I teach:
PSY 3100 – Foundations in Psychology
PSY 4205 – Concept & Hist Issues Psychol
PSY 6391 – Senior Projects Psych I: Quant Methods
PSY 6210 – Cognitive Science
PSY 6410 – Memory and Awareness
Mind in Society Research Centre
Research Interest & Expertise:
I am interested in the cognitive processes of memory and awareness. My recent research investigates the cognitive processes that mediate intergroup bias and conflict by using a memory paradigm instead of the conventional social psychology approaches. In my most recent publication I looked at race bias in recognition memory and how this bias disadvantages Black people leading to false convictions when a White eyewitness is asked to identify the perpetrator of a crime. I am currently investigating infrahumanisation and cross-race recognition memory. Infrahumanisation is a social cognition process where ‘the other’ (the out-group) is presumed to have more animal, primitive feelings (hunger, aggression, hate) and lack uniquely human feelings (enjoyment, resignation, remorse). This is an automatic process that we are not aware of. The study is investigating the effect of infrahumanisation on memory for ‘the other race’ faces. The forthcoming paper will discuss the implications of these processes on group conflict, negotiations between conflict groups, and the understanding of the other group’s misfortunes. I am also researching ways to implement evidence-based teaching approaches to critical thinking in undergraduates. My recent paper on critical thinking focuses on ways for students to be taught how to think critically within their discipline through writing-to-learn assessments.