Journal Papers and Book Chapters
(Please email me for reprints)
Taylor-Jones, S., Graff, M.G., & Taylor, R. (Under review) ‘The role of language power and emotion in computer-mediated persuasive interactions’ Journal of Language and Social Psychology.
Taylor-Jones, S., Graff, M.G., & Taylor, R. (Under review) ‘The role of attention and goals in online decision making’ Computers in Human Behaviour.
Chasouris, A., Mayer, P., Stuart-Hamilton, I., Graff, M., G. & Workman, L. (2014) ‘Abnormalities in pattern of lateralization in relation to visuospatial short-term memory in children with Williams syndrome’ Child Development Research.
Callaghan, D.E., Graff, M., G. & Davies, J. (2013) ‘Revealing all: Misleading self-disclosure rates in laboratory based on-line research’ Cyberpsychology, Behavior, and Social Networking, 16 (9), 690-694.
Lebens, M., Graff, M., G. & Mayer, P. (2011) ‘The affective dimensions of mathematical difficulties in schoolchildren’ Educational Research International. 20, 1-13.
Graff, M. G. (2009) ‘Can cognitive style predict how individuals use web-based learning environments?’ In Mourlas, C., Tsianos, N. and Germanakos P (eds) Cognitive and Emotional Processes in Web-based Education: Integrating Human Factors and Personalization, 46-57. IGI Global, Hershey, PA.
Lebens, M., Graff, M., G. & Mayer, P. (2009) ‘Access, attitudes and the digital divide: children’s attitudes towards computers in a technology – rich environment’ Educational Media International. 46 (3), 255-266
Graff, M. G., Mayer, P., & Lebens, M. (2008) ‘Evaluation of a web – based intelligent tutoring system for German lower secondary schools’ Education and Information technologies, 13 (3), 221 – 230.
Graff, M. G. Howard, J. L. & Evans, C. (Eds) (2008) ‘Cognitive learning style’ The Psychology of Education Review. British Psychological Society, 32, (1).
Evans, C. & Graff, M. G. (Eds) (2008) 'Exploring style: enhancing the capacity to learn?' Education and Training, Emerald, 50 (2).
Graff, M. G. (2007) ‘The Rise of the Cybercheat’ The Psychologist. 20, (11), 678-679.
Graff M. G. (2006) ‘The importance of online community in student academic performance’ The Electronic Journal of e-Learning, 4 (2), 127-132.
Davies, J. & Graff, M.G. (2006) ‘The wholist-analytic cognitive style: A matter of reflection' Personality and Individual Differences, 41 (6), 989-997.
Graff, M. G. (2006) ‘Constructing and maintaining an effective hypertext-based learning environment: Web-based learning and cognitive style' Education and Training, 48 (2&3), 143-155.
Graff, M. G. (2005) 'Information recall, concept mapping, hypertext usability and the analyst-intuitive dimension of cognitive style' Educational Psychology, 25 (4), 409-422.
Graff, M. G. & Davies, J. (2005) ‘Cognitive style, approaches to e-learning and e-learning satisfaction’ Psychology of Education Review, 29 (1), 27-33.
Davies, J. & Graff, M. G. (2005) ‘Performance in e-learning: Online participation and student grades' British Journal of Educational Technology, 36 (4), 657-663.
Graff, M. G. (2005) 'Individual differences in hypertext browsing strategies' Behaviour and Information Technology. 24 (2), 93-100.
Graff, M. G. & Howard, J. L. (Eds) (2005) ‘Individual differences in e-learning provision’ The Psychology of Education Review. British Psychological Society, 29, (1).
Graff, M. G., Davies, J. & McNorton, M. (2004) 'Cognitive style and cross-cultural differences in internet use and computer attitudes' European Journal of Open and Distance Learning. http://www.eurodl.org
Brown, N. P. & Graff, M. G. (2004) 'Student performance in business and accounting subjects as measured by assessment results: an exploration of the relevance of personality traits, identified using meta programmes' The International Journal of Management Education 4 (1), 3-18.
Graff, M. G. (2003) 'Assessing learning from hypertext: An individual differences perspective' Journal of Interactive Learning Research 14 (4), 425-438.
Graff, M. G. (2003) 'Individual differences in sense of classroom community in a blended learning environment' Journal of Educational Media, 28 (2&3), 407-418.
Graff, M. G. (2003) 'Learning from web-based instructional systems and cognitive style' British Journal of Educational Technology, 34, (4) 407-418.
Graff, M. G. (2003) 'Cognitive Style and attitudes towards using online learning and assessment methods' The Electronic Journal of E-learning, 1, (1) 21-28.
Graff, M. G., Mayer, P., Davies, G. M, Taylor, R. & Byrne, D. R. (2003) 'Evaluating online learning and assessment methods' Occasional paper series, University of Glamorgan.
Graff, M. G. & Byrne, D. R. (2002) 'The effectiveness of e-learning: cognitive style, navigation and disorientation in hypertext' E-Business Review, 2, 91-94.
Smalley, N., Graff, M. G. & Saunders, D. (2001) 'A revised computer attitude scale for secondary students' Educational Child Psychology, 18, (3) 47-57.
Graff, M. G. (2000) 'The intermediate style position' In Riding, R. J. and Rayner, S. G. (eds) International Perspectives on Individual Differences, 1, 65-78. Ablex Stanford, CT.