Reschke, Walle & Dukes (2020) provides experimental support for our 2017 paper on the  emotion and social cognition link.

Dukes, Abrams et al (2021) highlights affectivsim as a new approach and, perhaps, a new era.

Gruber et al (2021) makes the case for affect to be included more explicitly in accounts of social learning.

In press
Gruber, T*., Bazhydai, M., Sievers, C., Clément., F., & Dukes, D.* (in press). The ABC of social learning: Affect, Behaviour and Cognition. Psychological Review.

Prosetzky, I., Poustka, L., Dukes, D., & Samson, A. C. (in press). Eine internationale Studie zu Auswirkungen der COVID-19-Pandemie auf Familien mit einem behinderten Kind: Wie ging es den Familien in Deutschland? Ein Bericht [An international study on the impact of the COVID-19 on families with a SEND child: How was it for families in Germany?], Infothek, 2.

Sideropoulos, V., Dukes, D., Hanley, M., Palikara, O., Rhodes, S., Samson, A.C., & Van Herwegen, J. (in press). The impact of COVID-19 on anxiety and worries for families of individuals with Special Education Needs and Disabilities in the UK. Journal of Autism and Developmental Disorders.

Di Poi, G., Dukes, D. Tran, M., & Samson, A. C. (2021). Comment les familles d’enfants avec besoins éducatifs particuliers ont vécu la crise de la COVID-19 : Observations préliminaires pour la Suisse. [How families with children with special educational needs experienced the Covid-19 crisis: preliminary observations for Switzerland]. Revue suisse de pédagogie spécialisée. 1, 9-18.

Dukes, D., Abrams, K., Adolphs, R., Ahmed, M. E., Beatty, A., Berridge, K. C., Broomhall, S., Brosch, T., Campos, J. J., Clay, Z., Clément, F., Cunningham, W. A., Damasio, A., Damasio, H., D’Arms, J. Davidson, J. W., de Gelder, B., Deonna, J., de Sousa, R.,Sander, D. (2021). The rise of affectivism, Nature Human Behaviour.

Dukes, D. et Audrin, C. (2021). Émotions positives à l’école : quel intérêt ? [Positive emotions at school: where is the interest?]. Educateur (L)’, 4, 4-5.

Dukes, D., & Samson, A. C. (2021). COVID-19 : Donnons la parole aux parents d’enfants avec des besoins éducatifs particuliers [COVID-19: giving voice to the parents of children with special educational needs]. Pages romandes : Revue sur la pédagogie spécialisée les déficiences intellectuelles et développementales. 3, 28-31.

Samson, A. C., Di Poi, G., Tran, M., & Dukes, D. (2021). Die Auswirkungen der COVID-19 Pandemie in der Schweiz: Erste Beobachtungen bei Familien mit Kindern sonderpädagogischem Förderbedarf [The effects of the COVID-19 pandemic in Switzerland: First observations in families with children with special educational needs]. Schweizerische Zeitschrift für Heilpädagogik, 27(5-6), 18-25.

Wharton, T., Bonard, C., Dukes., D., Sander, D & Oswald, S. (2021). Relevance and emotion. Journal of Pragmatics, 181, 259-269.

Clément, F., & Dukes, D. (2020). Affective Social Learning serves as a quick and flexible complement to TTOM. Behavioral and Brain Sciences, 43.

Reschke, P. Walle, E., & Dukes, D. (2020). Did you mean to do that? Infants use emotional communication to infer and re-enact others’ intended actions. Cognition & Emotion.

Samson, A., Van den Bedem, N.P., Dukes, D., & Rieffe, C. (2020). Positive Aspects of Emotional Competences in Preventing Internalizing Symptoms in Children with and without Developmental Language Disorder: A Longitudinal Approach. Journal of Autism and Developmental Disorders, 50(4), 1159-1171.

Dukes, D. (2018). Apprentissage social affectif et appréciation de l’émotion : structuration des interactions socio-émotionnelles [Affective social learning and emotional appreciation: Structuring socio-emotional interactions]. Travaux Neuchâtelois de Linguistique (TRaNeL), 68, 79-86.        

Mortillaro, M., & Dukes, D. (2018). Jumping for joy: The importance of the body and of dynamics in the expression and recognition of positive emotions. Frontiers in Psychology, 9.

Clément, F., & Dukes, D. (2017). Social appraisal and social referencing: Two components of affective social learning. Emotion Review, 9(3), 253-261.

Dukes, D., & Clément, F. (2017). Author reply: Clarifying the importance of ostensive communication in life-long, affective social learning. Emotion Review, 9(3), 267-269.

Dukes, D., Clément, F., Audrin, C., & Mortillaro, M. (2017). Looking beyond the static face in emotion recognition: the informative case of interest. Visual Cognition, 25(4-6), 575-588.

Reschke, P. J., Walle, E. A., & Dukes, D. (2017). Interpersonal development in infancy: The interconnectedness of emotion understanding and social cognition. Child Development Perspectives, 11(3), 178-183.

Clément, F.,* & Dukes, D.* (2013). The role of interest in the transmission of social values. Frontiers in Psychology, 4.

Schaer, M., Ottet, M. C., Scariati, E., Dukes, D., Franchini, M., Eliez, S., & Glaser, B. (2013). Decreased frontal gyrification correlates with altered connectivity in children with autism. Frontiers in Human Neuroscience, 7.

Glaser, B., Lothe, A., Chabloz, M., Dukes, D., Pasca, C., Redoute, J., & Eliez, S. (2012). Candidate socioemotional remediation program for individuals with intellectual disability. American Journal on Intellectual and Developmental Disabilities, 117(5), 368-383.