Rhianon Allen is a graduate of the University of British Columbia and the City University of New York. She is now an Affiliate Professor at the University of British Columbia, and a Professor Emerita at Long Island University-Brooklyn. Originally trained in Developmental Psychology, she has also published in Cognitive, Clinical, Social, and Cultural Psychology.
Reber, A. S., & Allen, R. (1978). Analogic and abstraction strategies in synthetic grammar learning: A functionalist approach. Cognition, 6, 189-221.
Allen, R., & Reber, A. S. (1980). Very long term memory for tacit knowledge. Cognition, 8, 175-185.
Allen, R., & Shatz, M. (1983). `What says meow?’: The role of context and linguistic experience in very young children’s responses to what-questions. Journal of Child Language, 10, 321-335.
Wasserman, G. A., Green, A., & Allen, R. (1983). Going beyond abuse: Maladaptive patterns of interaction in abusing mother-infant pairs. Journal of the American Academy of Child Psychiatry, 22, 245-252.
Wasserman, G. A., Seidman, S., & Allen, R. (1984). Toddlers with congenital anomalies and their mothers: The research of the Child Development Program at the New York State Psychiatric Institute. Rehabilitation Literature, 45, 202-205.
Allen, R., & Wasserman, G. A. (1985). Origins of language delay in abused infants. Child Abuse and Neglect, 9, 333-338.
Reber, A. S., Allen, R., & Regan, S. (1985). Syntactical learning and judgment: Still unconscious and still abstract (Commentary on Dulany, Carlson and Dewey). Journal of Experimental Psychology: General, 114, 17-24.
Solomon, C. R., Wasserman, G. A., Allen, R., & Bijur, P. (1985). Changes in maternal behavior during the second year. The Canadian Journal of Research in Early Childhood Education, 1, 67-89.
Wasserman, G. A., & Allen, R. (1985). Maternal withdrawal from handicapped toddlers. Journal of Child Psychology and Psychiatry, 26, 381-387.
Wasserman, G. A., Allen, R., & Solomon, C. R. (1985). At-risk toddlers and their mothers: The special case of physical handicap. Child Development, 56, 73-83.
Wasserman, G. A., Allen, R., & Solomon, C. R. (1985). The behavioral development of physically handicapped children in the second year. Developmental and Behavioral Pediatrics, 6, 27-31.
Seidman, S., Allen, R., & Wasserman, G. A. (1986). Productive language of premature and physically handicapped two-year-olds. Journal of Communication Disorders, 19, 49-61.
Wasserman, G. A., Allen, R., & Solomon, C. R. (1986). Limit setting in mothers of toddlers with congenital anomalies. Rehabilitation Literature, 47, 290-294.
Wasserman, G. A., Gardier, K., Allen, R., & Shilansky, M. (1987). Interactions between abused infants and strangers. Journal of the American Academy of Child and Adolescent Psychiatry, 26, 504-509.
Wasserman, G. A., Lennon, M. C., Allen, R., & Shilansky, M. (1987). Contributors to attachment in normal and physically handicapped infants. Journal of the American Academy of Child and Adolescent Psychiatry, 26, 9-15.
Wasserman, G. A., Allen, R., & Linares, L. O. (1988). Maternal interaction and language development in children with and without speech-relates anomalies. Journal of Communication Disorders, 21, 319-331.
Allen, R., Wasserman, G. A., & Seidman, S. (1990). Children with congenital anomalies: The preschool period. Journal of Pediatric Psychology, 15, 327-345.
Wasserman, G. A., & Allen, R. (1990). Aspects of communicative development in physically handicapped toddlers. Annals of the New York Academy of Sciences, 583, 129-141.
Allen, R. (1991). Integration of communicational cues by very young children. Journal of Psycholinguistic Research, 20, 389-402.
Lennon, M. C., Wasserman, G. A., & Allen, R. (1991). Infant care and wives’ depressive symptoms. Women and Health, 17, 1-23.
Auchus, M., Kose, G., & Allen, R. (1993). Body image distortion and mental imagery. Perceptual and Motor Skills, 77, 719-728.
Allen, R. (1995). “Don’t go on my property!”: A case study in transactions of user rights. Language in Society, 24(3), 349-372.
Fisher, B.L., Allen, R., & Kose, G. (1996). The relationship between anxiety and problem-solving skills in children with and without learning disabilities. Journal of Learning Disabilities, 29, 439-446.
Allen, R., & Reber, A.S. (1998). Unconscious intelligence. In W. Bechtel & G. Graham (Eds.), Companion to cognitive science (pp. 314-330). Oxford, UK: Blackwell.
Benveniste, P.S., Papouchis, N., Allen, R., & Hurvich, M. (1998). Rorschach assessment of annihilation anxiety and ego functioning. Psychoanalytic Psychology, 15, 536-566.
Kentgen, L., Allen, R., Kose, G., & Fong, R. (1998). Problem-solving and external representation of a task. British Journal of Developmental Psychology, 16, 505-517.
Lew, A., Allen, R., Papouchis, N., & Ritzler, B. (1998). Achievement motivation orientation and fear of success in Asian American college students. Journal of Clinical Psychology, 54(1), 97-108.
Allen, R. & Reber, A.S. (1999). The cognitive unconscious: The view from down under (Review of the book Implicit and explicit processes). Contemporary Psychology, 44(1), 44-45.
Reber, A.S., Allen, R., & Reber, P.J. (1999). Implicit and explicit learning. In R.J. Sternberg (Ed.) The nature of cognition (pp. 475-513). Cambridge, MA: MIT Press.
Gerson, J., Allen, R., Gold, J., & Kose, G. (2000). Multiple belief systems in psychotherapy: The effects of religion and professional beliefs on clinical judgement. Journal of Contemporary Psychotherapy, 30 (1), 27-32.
Reber, A.S., & Allen, R. (2000). Individual differences in implicit learning: Implications for the evolution of consciousness. In M. Stamenov (Series Ed.) & R.G. Kunzendorf & B. Wallace (Vol. Eds.) Advances in consciouness research: Individual differences in conscious experience (pp. 228-247). Philadelphia: John Benjamins Publishing.
Perkins, S.L., & Allen, R. (2006). Childhood physical abuse and differential development of paranormal belief systems. Journal of Nervous and Mental Disease, 194, 349-355.
Werner, E.A., Myers, M.M., Fifer, W.P., Cheng, B., Allen, R., & Monk, C. (2007). Prenatal predictors of 4-month-old temperament. Developmental Psychobiolology, 49, 474-484.
Çatay, Z., Allen, R., & Samstag, L.W. (2008) Maternal regulation strategies in the United States and Turkey: A brief report. Journal of Cross-Cultural Psychology, 39, 644-649.
Reber, A.S., & Allen, R. (2009). Implicit vs explicit learning. In T. Baynes, A. Cleeremans, & P. Wilkin (Eds.), Oxford Companion to Consciousness (pp. 403-407). Oxford: Oxford University Press.
Reber, A.S., Allen, R., & Reber, E.S. (2009). The Penguin Dictionary of Psychology (4th ed.). London: Penguin.
Heinze, P., Allen, R., Magai, C., & Ritzler, B. (2010). Let’s get down to business: A validation of the Psychopathic Personality Inventory among a sample of MBA students. Journal of Personality Disorders, 24, 287-498.
Tomarken, A., Roth, A., Holland, J., Ganz, O., Schachter, S., Kose, G., Ramirez, P.M., Allen, R., & Nelson, C.. (2012). Examining the role of trauma, personality, and meaning in young prolonged grievers. Psycho-Oncology, 21, 771-777.
Corey, H. S., & Allen, R. (2012). Self-construals, social support and culture fit in Chinese students. International Journal of Diverse Identities, 12, 9 – 23.
Allen, R., Hurvich, M., & Mcguire, H. (2017). Diagnostic utility of the Hurvich Experience Inventory/50. Psychoanalytic Psychology, 34, 271-278.
Allen, R. (2017). Diverse values in American college women. International Journal of Diverse Identities, 17, 25-41.
Allen, R., Hurvich, M., & Mcguire, H. (2017). Hurvich Experience Inventory/50. [Database record] PsycTESTS, doi: 10.1037/t64564-000
Reber, A. S. & Allen, R. (2021) (Eds.). The cognitive unconscious: The first 50 years. Oxford University Press. (under contract)