Anthea Pun
BSc (UBC) MA (UBC); PhD (UBC); Post-Doctoral Research Scholar (UBC)Image
Email:
anthea.pun@kpu.ca
Courses taught
- PSYC 1100 Introduction to Psychology - Basic Processes
- PSYC 1200 Introduction to Psychology: Areas & Applications
- PSYC 2320 Developmental Psychology: Child Development
- PSYC 2321 Developmental Psychology: Adolescence
- PSYC 2322 Developmental Psychology: Adult Development
- PSYC 2330 Social Psychology
- PSYC 3210 Attitudes and Persuasion
- PSYC 3316 Developmental Psychology: Infancy
Areas of Interest
My research examines how we come to understand and navigate the social world—from infancy through adulthood. I study how cultural and cognitive factors shape the ways people form and express biases, stereotypes, and group identities, both consciously and unconsciously. By combining approaches from developmental, social, and cognitive psychology, my work explores how children begin to reason about social categories like race, gender, and language, and how these early patterns influence relationships and decision-making later in life. I am also interested in applying this knowledge to real-world contexts by using evidence-based strategies to help organizations foster inclusive, collaborative, and high-performing environments.
Scholarly Work
- Pun, A., Birch, S.A.J., & Baron, A.S. (2022). Infants infer third-party social dominance relationships based on visual access to intergroup conflict. Scientific Reports, 12, 18250.
- Pun, A., Birch, S.A.J., & Baron, A.S. (2021). The power of allies: Infants' expectations of social obligations during intergroup conflict. Cognition, 211.
- Pun, A., Ferera, M., Diesendruck, G., Hamlin, J.K. & Baron, A.S. (2018). Foundations of infants’ social group evaluations. Developmental Science. 21(3).
- Pun, A., Birch, S. A., & Baron, A. S. (2017). Foundations of reasoning about social dominance. Child Development Perspectives, 11(3), 155-160.
- Pun, A., Birch, S.A.J., & Baron, A.S. (2016). Infants use relative numerical group size to infer social dominance. Proceedings of the National Academy of Sciences, 113(9), 2376-2381.