Nicola Yuill
Datos Biográficos
| ID | 327968 |
|---|---|
| NOMBRE | Nicola Yuill |
| NOMBRES | Nicola |
| APELLIDO | Yuill |
| FIRMA | YUILL N |
| AFILIACIONES | University of Sussex |
| ORCID | 0000-0002-2563-2704 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 21 |
| TOTAL DE CITAS | 91 |
| TOTAL COMO AUTOR | 21 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 1986 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2025 |
| ÍNDICE H | 6 |
How can we do authentic co-construction with autistic secondary pupils
Purpose of the research: Co-constructed digital storytelling methods have the potential to provide authentic children’s perspectives for planning health and education support. The Our Stories project investigated how this method can be applied with autistic children and young people (CYP). A year-long sub-project supported four autistic CYP in a mainstream secondary school in the UK to create short videos illustrating how they manage their sensor…
‘Our Stories…’
The voices of autistic children and their families are routinely underestimated and overlooked in research and practice. Research is challenged methodologically in accessing the views of autistic people who, by definition, are characterised by social and communication difficulties. Consequently, many voices remain unheard and experiences undocumented. This has important implications for the validity of research that is interested in improving the…
Whose agenda? Who knows best? Whose voice?’ Co-creating a technology research roadmap with autism stakeholders
Technologies play vital roles in the learning and participation of autistic people and yet have mostly been conceptualised according to a medical model of disability. In this stakeholder review, the comments of 240 participants from a two-year seminar series focusing on autism and technology were analysed to co-construct an understanding of how research could develop more inclusively. Our socio-cultural analysis shows that stakeholders were very …
Minding the children
Mothers’ use of mental state talk (MST) is linked to young children’s performance on false belief tests of theory of mind (ToM) and to their behaviour in social contexts. However, little is known about MST beyond the early years. This investigation is the first to examine continuity in both mother and child MST from preschool (age 3–4 years) to middle childhood (age 10) and examines the role of early maternal MST in children’s later ToM and use o…
Scaffolding
Since the translation and cultural assimilation of Vygotsky’s (1978) ideas into the English-speaking academic community from the 1970s, through thinkers such as Wertsch (1984), Vygotsky’s ideas continue to have a powerful influence in psychology and education, as well as being enthusiastically appropriated in other fields such as technology-mediated education (Luckin, 2003). As academics working across these disciplines, we felt the time was righ…
Thinking or feeling? An exploratory study of maternal scaffolding, child mental state talk, and emotion understanding in language‐impaired and typically developing school‐aged children
BACKGROUND: Mother-child mental state talk (MST) supports children's developing social-emotional understanding. In typically developing (TD) children, family conversations about emotion, cognition, and causes have been linked to children's emotion understanding. Specific language impairment (SLI) may compromise developing emotion understanding and adjustment. AIMS: We investigated emotion understanding in children with SLI and TD, in relation to …
Scaffolding under the microscope
BackgroundTypical scaffolding coding schemes provide overall scores to compare across a sample. As such, insights into the scaffolding process can be obscured: the child's contribution to the learning; the particular skills being taught and learned; and the overall changes in amount of scaffolding over the course of the task.AimsThis study applies a transition of regulation framework to scaffolding coding, using a self-regulation and other-regula…
Children’s Conception of Personality Traits
Research on children’s understanding of traits has been embedded in an incomplete view of children’s social cognitive abilities and in only a relatively implicit understanding of what trait terms are. This article draws on the philosophical literature on dispositional concepts and on recent work in social cognition to pose new questions about the development of trait terms. Following a brief critique of previous studies, two conceptions of trait …
The relation between ambiguity understanding and metalinguistic discussion of joking riddles in good and poor comprehenders
This study investigated understanding of language ambiguity as a source of individual differences in children's reading comprehension skill, and the role of peer metalinguistic discussion in fostering comprehension improvement. Twenty-four 7- to 9-year-old children worked in pairs to discuss and resolve ambiguities in joking riddles. Their reading comprehension increased significantly more than a group of 24 no-treatment controls. Analysis of the…
The influence of context-specific and dispositional achievement goals on children's paired collaborative interaction
Background. Research has demonstrated that working collaboratively can have positive effects on children's learning. While key factors have been identified which influence the quality of these interactions, little research has addressed the influence of children's achievement goals on collaborative behaviour.Aims. This paper investigates the influence of mastery and performance goals on the nature of children's collaborative participation while p…
Children's differentiation between beliefs about matters of fact and matters of opinion
Two experiments investigated children's implicit and explicit differentiation between beliefs about matters of fact and matters of opinion. In Experiment 1, 8- to 9-year-olds' (n = 88) explicit understanding of the subjectivity of opinions was found to be limited, but their conformity to others' judgments on a matter of opinion was considerably lower than their conformity to others' views regarding an ambiguous fact. In Experiment 2, children age…
Patterns of language impairment and behaviour in boys excluded from school
Background. High levels of behaviour problems are found in children with language impairments, but less is known about the level and nature of language impairment in children with severe behavioural problems. In particular, previous data suggest that at primary age, receptive impairments are more closely related to behaviour problems, whereas expressive language has a closer link at a later age.Aims. The study assessed expressive and receptive la…
Children's explanations for self-presentational behaviour
Previous research has underestimated children's capacity to understand the self-presentational behaviour of other people. We argue from recent research in mental-state understanding that 8-year-olds should be able to attribute self-presentational motives in order to explain others' behaviour. In the present study, children aged 6 to 11 years heard stories involving emotion-masking displays and were then asked to explain the motivations for those …
Children's understanding of extended identity
As adults, we appreciate that judgments of us may reflect our associations with other people. This article examines the development of "extended identity" (G.R. Semin & K. Papadopoulou, 1989) in children between 5 and 11 years. In Experiment 1, children were presented with hypothetical scenarios in which they imagined a close associate had committed a rule violation in a highly public context. Only the older children judged that they would be eva…
The development of bases for trait attribution
Two studies investigated 4- to 7-year-old children's understanding that traits can be causal mechanisms based on desires, as well as mere summaries of behavioral regularities. In Experiment 1, children made predictions given trait information. Children from 5 years made different emotion predictions about the same situation for actors with different traits, thus appreciating traits as psychological causes. For behavior prediction, children over a…
Children's Problems in Text Comprehension
When Children Read without Understanding
Working memory, comprehension ability and the resolution of text anomaly
This article examines possible working memory deficits in 7-8-year-olds who are accurate readers but relatively poor comprehenders. In Expt 1, poor comprehenders scored below good comprehenders on a non-linguistic test of working memory (reading series of digits and recalling the last digit in each series) on the more taxing items. Experiment 2 examined the relationship between working memory and text comprehension using an anomaly resolution tas…
Intentionality and knowledge in children's judgments of actor's responsibility and recipient's emotional reaction
Understanding of anaphoric relations in skilled and less skilled comprehenders
This experiment investigated comprehension of four types of anaphor (reference, ellipsis, substitution and lexical) in 7 to 8−year-old good and poor comprehenders, matched in decoding skills but differing in reading comprehension skill. Poor comprehenders performed less well than skilled comprehenders both in identifying antecedents of anaphors in a story, and in answering questions on the text which required anaphor resolution. Both groups perfo…
Pronoun Resolution in Skilled and Less-Skilled Comprehenders
This paper reports two experiments that investigate skilled and less-skilled compre-henders' ability to understand pronouns. In the first experiment, the less-skilled group made more errors in answering questions about pronoun antecedents than did the skilled group, even when there was a gender cue to the correct referent, and when the clause containing the referents was available for them to refer back to. In the second experiment, the pronoun a…
Intentionality and knowledge in children's judgments of actor's responsibility and recipient's emotional reaction
The development of bases for trait attribution
Two studies investigated 4- to 7-year-old children's understanding that traits can be causal mechanisms based on desires, as well as mere summaries of behavioral regularities. In Experiment 1, children made predictions given trait information. Children from 5 years made different emotion predictions about the same situation for actors with different traits, thus appreciating traits as psychological causes. For behavior prediction, children over a…
Working memory, comprehension ability and the resolution of text anomaly
This article examines possible working memory deficits in 7-8-year-olds who are accurate readers but relatively poor comprehenders. In Expt 1, poor comprehenders scored below good comprehenders on a non-linguistic test of working memory (reading series of digits and recalling the last digit in each series) on the more taxing items. Experiment 2 examined the relationship between working memory and text comprehension using an anomaly resolution tas…
Children's understanding of extended identity
As adults, we appreciate that judgments of us may reflect our associations with other people. This article examines the development of "extended identity" (G.R. Semin & K. Papadopoulou, 1989) in children between 5 and 11 years. In Experiment 1, children were presented with hypothetical scenarios in which they imagined a close associate had committed a rule violation in a highly public context. Only the older children judged that they would be eva…
Patterns of language impairment and behaviour in boys excluded from school
Background. High levels of behaviour problems are found in children with language impairments, but less is known about the level and nature of language impairment in children with severe behavioural problems. In particular, previous data suggest that at primary age, receptive impairments are more closely related to behaviour problems, whereas expressive language has a closer link at a later age.Aims. The study assessed expressive and receptive la…
Pronoun Resolution in Skilled and Less-Skilled Comprehenders
This paper reports two experiments that investigate skilled and less-skilled compre-henders' ability to understand pronouns. In the first experiment, the less-skilled group made more errors in answering questions about pronoun antecedents than did the skilled group, even when there was a gender cue to the correct referent, and when the clause containing the referents was available for them to refer back to. In the second experiment, the pronoun a…
Whose agenda? Who knows best? Whose voice?’ Co-creating a technology research roadmap with autism stakeholders
Technologies play vital roles in the learning and participation of autistic people and yet have mostly been conceptualised according to a medical model of disability. In this stakeholder review, the comments of 240 participants from a two-year seminar series focusing on autism and technology were analysed to co-construct an understanding of how research could develop more inclusively. Our socio-cultural analysis shows that stakeholders were very …
Understanding of anaphoric relations in skilled and less skilled comprehenders
This experiment investigated comprehension of four types of anaphor (reference, ellipsis, substitution and lexical) in 7 to 8−year-old good and poor comprehenders, matched in decoding skills but differing in reading comprehension skill. Poor comprehenders performed less well than skilled comprehenders both in identifying antecedents of anaphors in a story, and in answering questions on the text which required anaphor resolution. Both groups perfo…
Children's differentiation between beliefs about matters of fact and matters of opinion
Two experiments investigated children's implicit and explicit differentiation between beliefs about matters of fact and matters of opinion. In Experiment 1, 8- to 9-year-olds' (n = 88) explicit understanding of the subjectivity of opinions was found to be limited, but their conformity to others' judgments on a matter of opinion was considerably lower than their conformity to others' views regarding an ambiguous fact. In Experiment 2, children age…
The influence of context-specific and dispositional achievement goals on children's paired collaborative interaction
Background. Research has demonstrated that working collaboratively can have positive effects on children's learning. While key factors have been identified which influence the quality of these interactions, little research has addressed the influence of children's achievement goals on collaborative behaviour.Aims. This paper investigates the influence of mastery and performance goals on the nature of children's collaborative participation while p…
Minding the children
Mothers’ use of mental state talk (MST) is linked to young children’s performance on false belief tests of theory of mind (ToM) and to their behaviour in social contexts. However, little is known about MST beyond the early years. This investigation is the first to examine continuity in both mother and child MST from preschool (age 3–4 years) to middle childhood (age 10) and examines the role of early maternal MST in children’s later ToM and use o…
Scaffolding under the microscope
BackgroundTypical scaffolding coding schemes provide overall scores to compare across a sample. As such, insights into the scaffolding process can be obscured: the child's contribution to the learning; the particular skills being taught and learned; and the overall changes in amount of scaffolding over the course of the task.AimsThis study applies a transition of regulation framework to scaffolding coding, using a self-regulation and other-regula…
Pronoun Resolution in Skilled and Less-Skilled Comprehenders
This paper reports two experiments that investigate skilled and less-skilled compre-henders' ability to understand pronouns. In the first experiment, the less-skilled group made more errors in answering questions about pronoun antecedents than did the skilled group, even when there was a gender cue to the correct referent, and when the clause containing the referents was available for them to refer back to. In the second experiment, the pronoun a…
Intentionality and knowledge in children's judgments of actor's responsibility and recipient's emotional reaction
Understanding of anaphoric relations in skilled and less skilled comprehenders
This experiment investigated comprehension of four types of anaphor (reference, ellipsis, substitution and lexical) in 7 to 8−year-old good and poor comprehenders, matched in decoding skills but differing in reading comprehension skill. Poor comprehenders performed less well than skilled comprehenders both in identifying antecedents of anaphors in a story, and in answering questions on the text which required anaphor resolution. Both groups perfo…
Working memory, comprehension ability and the resolution of text anomaly
This article examines possible working memory deficits in 7-8-year-olds who are accurate readers but relatively poor comprehenders. In Expt 1, poor comprehenders scored below good comprehenders on a non-linguistic test of working memory (reading series of digits and recalling the last digit in each series) on the more taxing items. Experiment 2 examined the relationship between working memory and text comprehension using an anomaly resolution tas…
When Children Read without Understanding
Children's Problems in Text Comprehension
Children's understanding of extended identity
As adults, we appreciate that judgments of us may reflect our associations with other people. This article examines the development of "extended identity" (G.R. Semin & K. Papadopoulou, 1989) in children between 5 and 11 years. In Experiment 1, children were presented with hypothetical scenarios in which they imagined a close associate had committed a rule violation in a highly public context. Only the older children judged that they would be eva…
The development of bases for trait attribution
Two studies investigated 4- to 7-year-old children's understanding that traits can be causal mechanisms based on desires, as well as mere summaries of behavioral regularities. In Experiment 1, children made predictions given trait information. Children from 5 years made different emotion predictions about the same situation for actors with different traits, thus appreciating traits as psychological causes. For behavior prediction, children over a…
Children's explanations for self-presentational behaviour
Previous research has underestimated children's capacity to understand the self-presentational behaviour of other people. We argue from recent research in mental-state understanding that 8-year-olds should be able to attribute self-presentational motives in order to explain others' behaviour. In the present study, children aged 6 to 11 years heard stories involving emotion-masking displays and were then asked to explain the motivations for those …
Patterns of language impairment and behaviour in boys excluded from school
Background. High levels of behaviour problems are found in children with language impairments, but less is known about the level and nature of language impairment in children with severe behavioural problems. In particular, previous data suggest that at primary age, receptive impairments are more closely related to behaviour problems, whereas expressive language has a closer link at a later age.Aims. The study assessed expressive and receptive la…
Children's differentiation between beliefs about matters of fact and matters of opinion
Two experiments investigated children's implicit and explicit differentiation between beliefs about matters of fact and matters of opinion. In Experiment 1, 8- to 9-year-olds' (n = 88) explicit understanding of the subjectivity of opinions was found to be limited, but their conformity to others' judgments on a matter of opinion was considerably lower than their conformity to others' views regarding an ambiguous fact. In Experiment 2, children age…
The influence of context-specific and dispositional achievement goals on children's paired collaborative interaction
Background. Research has demonstrated that working collaboratively can have positive effects on children's learning. While key factors have been identified which influence the quality of these interactions, little research has addressed the influence of children's achievement goals on collaborative behaviour.Aims. This paper investigates the influence of mastery and performance goals on the nature of children's collaborative participation while p…
The relation between ambiguity understanding and metalinguistic discussion of joking riddles in good and poor comprehenders
This study investigated understanding of language ambiguity as a source of individual differences in children's reading comprehension skill, and the role of peer metalinguistic discussion in fostering comprehension improvement. Twenty-four 7- to 9-year-old children worked in pairs to discuss and resolve ambiguities in joking riddles. Their reading comprehension increased significantly more than a group of 24 no-treatment controls. Analysis of the…
Children’s Conception of Personality Traits
Research on children’s understanding of traits has been embedded in an incomplete view of children’s social cognitive abilities and in only a relatively implicit understanding of what trait terms are. This article draws on the philosophical literature on dispositional concepts and on recent work in social cognition to pose new questions about the development of trait terms. Following a brief critique of previous studies, two conceptions of trait …
Minding the children
Mothers’ use of mental state talk (MST) is linked to young children’s performance on false belief tests of theory of mind (ToM) and to their behaviour in social contexts. However, little is known about MST beyond the early years. This investigation is the first to examine continuity in both mother and child MST from preschool (age 3–4 years) to middle childhood (age 10) and examines the role of early maternal MST in children’s later ToM and use o…
Scaffolding
Since the translation and cultural assimilation of Vygotsky’s (1978) ideas into the English-speaking academic community from the 1970s, through thinkers such as Wertsch (1984), Vygotsky’s ideas continue to have a powerful influence in psychology and education, as well as being enthusiastically appropriated in other fields such as technology-mediated education (Luckin, 2003). As academics working across these disciplines, we felt the time was righ…
Thinking or feeling? An exploratory study of maternal scaffolding, child mental state talk, and emotion understanding in language‐impaired and typically developing school‐aged children
BACKGROUND: Mother-child mental state talk (MST) supports children's developing social-emotional understanding. In typically developing (TD) children, family conversations about emotion, cognition, and causes have been linked to children's emotion understanding. Specific language impairment (SLI) may compromise developing emotion understanding and adjustment. AIMS: We investigated emotion understanding in children with SLI and TD, in relation to …
Scaffolding under the microscope
BackgroundTypical scaffolding coding schemes provide overall scores to compare across a sample. As such, insights into the scaffolding process can be obscured: the child's contribution to the learning; the particular skills being taught and learned; and the overall changes in amount of scaffolding over the course of the task.AimsThis study applies a transition of regulation framework to scaffolding coding, using a self-regulation and other-regula…
Whose agenda? Who knows best? Whose voice?’ Co-creating a technology research roadmap with autism stakeholders
Technologies play vital roles in the learning and participation of autistic people and yet have mostly been conceptualised according to a medical model of disability. In this stakeholder review, the comments of 240 participants from a two-year seminar series focusing on autism and technology were analysed to co-construct an understanding of how research could develop more inclusively. Our socio-cultural analysis shows that stakeholders were very …
‘Our Stories…’
The voices of autistic children and their families are routinely underestimated and overlooked in research and practice. Research is challenged methodologically in accessing the views of autistic people who, by definition, are characterised by social and communication difficulties. Consequently, many voices remain unheard and experiences undocumented. This has important implications for the validity of research that is interested in improving the…
How can we do authentic co-construction with autistic secondary pupils
Purpose of the research: Co-constructed digital storytelling methods have the potential to provide authentic children’s perspectives for planning health and education support. The Our Stories project investigated how this method can be applied with autistic children and young people (CYP). A year-long sub-project supported four autistic CYP in a mainstream secondary school in the UK to create short videos illustrating how they manage their sensor…
Psychology (20 obras) · Developmental psychology (13 obras) · Child and Animal Learning Development (9 obras) · Cognitive psychology (9 obras) · Social Psychology (9 obras) · Computer Science (8 obras) · Linguistics (7 obras) · Reading and Literacy Development (6 obras) · Child and Adolescent Psychosocial and Emotional Development (5 obras) · Cognition (5 obras)