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Language, Literacy and Psycholinguistics

Group
  • Unit(s) of assessment: Psychology, Psychiatry and Neuroscience
  • Research theme: Sustainable Futures
  • School: School of Social Sciences

Overview

Our work examines both typical and atypical language and literacy development, particularly in the areas of specific language impairment, dyslexia, and autism. Researchers in the group also draw on specialist research laboratories including our eyetracking and Computational Modelling and Data Analysis facilities to investigate skilled performance in reading and writing. The group benefits from multiple cross-disciplinary collaborations linking with other members of the Department, other Departments, and national and international collaborators.

Research from the Language, Literacy and Psycholinguistics research group informs a range of the Division of Psychology's courses, including the MSc Applied Child Psychology and research degrees.

Collaboration

  • Cardiff University
  • Education Endowment Foundation
  • MRC Institute of Hearing Research
  • NIHR Nottingham Biomedical Research Centre
  • University of Potsdam
  • University of Antwerp

Related staff

Core staff

PhD Students

Publications

Recent publications by members of the research group include:

  • Brown, H., & Maylor, E. A., (2017). Consolidation effects on memory stabilization and item integration in older adults. Psychonomic Bulletin and Review, 24, 1032-1039.
  • Iao, L.-S., Ng, L. Y., Wong, M. Y., & Lee, O. T. (in press). Non-adjacent dependency learning in Cantonese-speaking children with and without a history of specific language impairment. Journal of Speech, Language, and Hearing Research.
  • Jones, G., & Rowland, C. F. (2017). Diversity not quantity in caregiver speech: Using computational modeling to isolate the effects of the quantity and the diversity of the input on vocabulary growth. Cognitive Psychology, 98, 1-21.
  • Hinde, K., Larkin, R. & Dunn, A. K. (in press) Assessing teachers’ opinions on the inclusion of children with social, emotional and behavioural difficulties into mainstream classes. International Journal of Disability, Development and Education.
  • Jäger, L., Benz, L., Roeser, J., Dillon B., & S. Vasishth. (2015) Teasing apart retrieval and encoding interference in the processing of anaphors. Frontiers in Psychology, 6(506).
  • Stacey, P.C., Kitterick, P.T., Morris, S.D., & Sumner, C.J. (2016). The contribution of visual information to the perception of speech in noise with and without informative temporal fine structure. Hearing Research, 336, 17-28.
  • Torrance, M., Rønneberg, V., Johansson, C., & Uppstad, P.H. (2016). Adolescent weak decoders writing in a shallow orthography: process and product. Scientific Studies of Reading, 20, 375–388.
  • Holliman, A. J., Williams, G. J., Mundy, I. R., Wood, C., Hart, L., & Waldron, S. (2014). Beginning to disentangle the prosody-literacy relationship: A multi-component measure of prosodic sensitivity. Reading and Writing: An Interdisciplinary Journal, 27, 255-266.
  • Wood, C., Kemp, N. & Waldron, S., (2014) Exploring the longitudinal relationships between the use of grammar in text messaging and performance on grammatical tasks.  British Journal of Developmental Psychology, 32, 415-429.

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