Professor Don Hine
Professor, School of Behavioural, Cognitive and Social Sciences
Qualifications
B.Sc. University of Alberta; M.A. University of Victoria; Ph.D. University of Victoria
Contact
| Email: | dhine@une.edu.au |
| Room: | Psychology (S6) Room 40 |
| Phone: | 02 6773 2731 (or +61 2 6773 2731 overseas) |
| Fax: | 02 6773 3820 |
Areas of Teaching
PSYC 4th Year Coordinator
PSYC 4th Year Reading Course: Changing Behaviour for Personal and Public Benefit
PSYC 4th Year Core Topic: History and Theory
Research interests
Primary research area is human judgment and decision-making, including numerous studies on cognitive factors (expectancies, mental models, risk perceptions) that guide decisions related to aggression, smoking, alcohol use, and anti-poverty activism. Particularly interested in dual process models that suggest human behaviour is controlled by two distinct information-processing systems: (1) an experiential system that is predominantly preconscious, automatic, and driven by emotion, and (2) a rational system that is conscious, effortful and logic-based. Much of my most recent research has involved applying the dual process perspective to problem behaviour exhibited during adolescence.
Conducting research in the area of environmental psychology. This work focuses on understanding psychological factors that underlie environmental problems such as resource over-consumption, global warming, and air pollution. Other interests include identifying strategies to help people change their destructive patterns of behaviour into more environmentally sustainable ones.
Supervision Areas
Environmental psychology,
Behaviour change and environmental sustainability,
Public perceptions and responses to climate change.
Representative Publications
Phillips, W. Hine, D.W., & Bhullar, N. (2012). A latent profile analysis of implicit and explicit cognitions associated with depression. Cognitive Therapy and Research, 36, 458-473.
Hine, D.W., Bhullar, N., Marks, A.D.G, Kelly, P., & Scott, J. (2011). Comparing the effectiveness of education and technology in reducing wood smoke pollution: A field experiment. Journal of Environmental Psychology, 31, 282-288.
Fletcher, J., Marks, A.D.G, & Hine, D.W. (2011). Working memory capacity and cognitive styles in decision making. Personality and Individual Differences, 50, 1136-1141.
Rooke, S.E. & Hine, D.W. (2011). A dual process account of adolescent and adult binge drinking. Addictive Behaviors, 36, 341-346.
Temple, E., Brown, R.F., & Hine, D.W. (2011). The ‘Grass Ceiling’: Limitations in the literature hinder our understanding of Cannabis use and its consequences. Addiction, 106, 238-244.
Phillips, W., Hine, D. W., & Thorsteinsson, E. B. (2010). Implicit cognition and depression: A meta-analysis. Clinical Psychology Review, 30, 691-709.
Phillips, W., Hine, D.W. & Marks, A. D. G. (2009). Individual differences in trait urgency moderate the role of the affect heuristic in adolescent binge drinking. Personality and Individual Differences, 47, 829-834.
Hine, D. W. Marks, A. D. G. & O’Neil, G. (2009). Smoking cessation in adults: A dual process perspective. Addiction Research and Theory, 17, 220-229.
Hine, D.W., Gifford, R., Heath, Y., Cooksey, R., & Quain, P. (2009). Cue-utilization and harvest behavior in a computerized resource management simulation. Journal of Applied Social Psychology, 39, 564-588.
Rooke, S., Hine, D.W., & Thorsteinsson, E.B. (2008). Implicit cognition and substance use: A meta-analysis. Addictive Behavior, 33, 1314-1328.
Marks, A.D.G., O’Neil, G., & Hine, D.W. (2008). The role of affect and expectancies in explaining cigarette use in adults: A dual process perspective. Australian Journal of Psychology, 60, 160-167.
Hine, D.W., Honan, C., Marks, A. D. G., & Brettschneider, K. (2007). Development and validation of the Smoking Expectancy Scale for Adolescents. Psychological Assessment, 19, 347-355.
Hine, D.W., Marks, A.D.G. , Nachriener, M., Gifford, R., Heath, Y. (2007). Keeping the home fires burning: The affect heuristic and wood smoke pollution. Journal of Environmental Psychology, 27, 26-32.