Dr Nicola Yuill

Biography

Nicola Yuill's research lab page

Sussex University: Psychology Home Page

The underlying aim of my work is to understand the role of social interaction and collaboration in learning, play and social cognitive development. Some of my work in this area focuses on children with autism and on improving children's text comprehension. I run the Children and Technology Lab http://www.sussex.ac.uk/psychology/chatlab/ where we study how technology can be used to understand and support mechanisms of collaboration.

We work extensively with children, parents and teachers at home, at school and in the lab.

Examples of projects include:

• understanding how augmented toys can increase children's cooperative play
• understanding how to use tablet computers for collaborative learning and co-creation
• developing the SCoSS software architecture to support adult-child communication
• designing playground space to foster social play in autism
• developing technological support to improve text comprehension.

I collaborate across disciplines (e.g. Informatics,  Linguistics, Education) and across institutions, as shown in the publications list. My Phd students' work is showcased on the ChatLab website.

I teach the final year option, Social Cognitive Development, addressing the role of cognition and social context in typical and atypical social cognitive development, e.g. autism and sensory impairment. I also contribute to 1st and 2nd year lecturing in Developmental Psychology and project supervision.

Student Consultation

Summer term 2013 Mondays 2-3 or email for appointment

Rogers, Yvonne, Yuill, Nicola and Marshall, Paul (2013) Contrasting lab-based and in-the-wild studies for evaluating multi-user technologies. In: The SAGE handbook of digital technology research. Sage, London. ISBN 9781446200476 (In Press)

Holt, Samantha and Yuill, Nicola (2013) Facilitating other-awareness in low-functioning children with autism and typically-developing preschoolers using dual-control technology. Journal of Autism and Developmental Disorders. ISSN 0162-3257

Yuill, Nicola, Rogers, Yvonne and Rick, Jochen (2013) Pass the iPad: collaborative creating and sharing in family groups. CHI 2013. (In Press)

Yuill, Nicola and Rogers, Yvonne (2012) Mechanisms for collaboration: a design and evaluation framework for multi-user interfaces. ACM Transactions on Computer-Human Interaction, 19 (1). pp. 1-25. ISSN 1073-0516

Oakhill, Jane, Yuill, Nicola and Garnham, Alan (2011) The differential relations between verbal, numerical and spatial working memory abilities and children's reading comprehension. International Electronic Journal of Elementary Education , 4 (1). pp. 83-106. ISSN 1307-9298

Oakhill, Jane, Yuill, Nicola and Garnham, Alan (2011) The differential relations between verbal, numerical and spatial working memory abilities and children's reading comprehension. International Electronic Journal of Elementary Education, 4 (1). pp. 83-106. ISSN 1307-9298

Farr, William, Yuill, Nicola and Raffle, Hayes (2010) Social benefits of a tangible user interface for children with Autistic Spectrum Conditions. Autism, 14 (3). pp. 237-252. ISSN 1362-3613

Farr, William, Yuill, Nicola, Harris, Eric and Hinske, Steve (2010) In My Own Words: Configuration of Tangibles, Object Interaction and Children with Autism. In: 9th International Conference on Interaction Design and Children , New York, NY, USA.

Hinske, S, Lampe, M, Yuill, N, Price, S and Langheinrich, M (2010) Let the play set come alive: Supporting playful learning through the digital augmentation of a traditional toy environment. In: 2010 8th IEEE International Conference on Pervasive Computing and Communications Workshops, PERCOM Workshops 2010, Mannheim.

Rick, Jochen, Francois, Phyllis, Fields, Bob, Fleck, Rowanne, Yuill, Nicola and Carr, Amanda (2010) Lo-Fi prototyping to design interactive-tabletop applications for children. In: 9th International Conference on Interaction Design and Children , New York, NY, USA .

Yuill, Nicola, Pearce, Darren, Kerawalla, Lucinda, Harris, Amanda and Luckin, Rosemary (2009) How technology for comprehension training can support conversation towards the joint construction of meaning. Journal of Research in Reading, 32 (1). pp. 109-125. ISSN 0141-0423

Yuill, Nicola (2009) The relation between ambiguity understanding and metalinguistic discussion of joking riddles in good and poor comprehenders: potential for intervention and possible processes of change. First Language, 29 (1). pp. 65-79. ISSN 0142-7237

Fleck, Rowanne, Rogers, Yvonne, Yuill, Nicola, Marshall, Paul, Carr, Amanda, Rick, Jochen and Bonnett, Victoria (2009) Actions speak loudly with words: Unpacking collaboration around the table. In: 4th ACM International Conference on Interactive Tabletops and Surfaces, ITS 2009; Banff, AB; 23 November 2009 through 25 November 2009, Banff.

Rick, Jochen, Harris, Amanda, Marshall, Paul, Fleck, Rowanne, Yuill, Nicola and Rogers, Yvonne (2009) Children designing together on a multi-touch tabletop: An analysis of spatial orientation and user interactions. In: 8th International Conference on Interaction Design and Children, IDC 2009; Como; 3 June 2009 through 5 June 2009, Corno.

Marshall, Paul, Fleck, Rowanne, Harris, Amanda, Rick, Jochen, Hornecker, Eva, Rogers, Yvonne, Yuill, Nicola and Dalton, Nick Sheep (2009) Fighting for Control: Children's Embodied Interactions When Using Physical and Digital Representations. In: ACM CHI Conference on Human Factors in Computing Systems (CHI 2009), Boston, USA.

Hinske, Steve, Lampe, Matthias, Price, Sara, Yuill, Nicola and Langheinrich, Marc (2009) Kingdom of the knights: Evaluation of a seamlessly augmented toy environment for playful learning. In: 8th International Conference on Interaction Design and Children, IDC 2009; Como; 3 June 2009 through 5 June 2009, Como, Italy.

Jochen, Rick, Rogers, Yvonne, Haig, Caroline and Yuill, Nicola (2009) Learning by doing with shareable interfaces. Children, Youth and Environments, 19 (1). pp. 321-342. ISSN 1546-2250

Harris, Amanda, Bonnett, Victoria, Luckin, Rosemary, Yuill, Nicola and Avramides, Katerina (2009) Scaffolding effective help-seeking behaviour in mastery and performance oriented learners. Frontiers in Artificial Intelligence and Applications, 200 (1). pp. 425-432. ISSN 0922-6389

Aytac, Arife B and Yuill, Nicola (2009) 'Your half is bigger than mine': Motivating children to understand fractions. Frontiers in Artificial Intelligence and Applications, 200 (1). pp. 771-772. ISSN 0922-6389

Harris, Amanda, Yuill, Nicola and Luckin, Rosemary (2008) The influence of context-specific and dispositional achievement goals on children's paired collaborative interaction. British Journal of Educational Psychology, 78 (3). pp. 355-374. ISSN 0007-0998

Yuill, Nicola, Kerawalla, Lucinda, Pearce, Darren, Luckin, Rose and Harris, Amanda (2008) Using technology to teach flexibility through peer discussion. In: Literacy Processes Cognitive Flexibility in Learning and Teaching. Guilford. ISBN 978-1-59385-654-0

Kerawalla, Lucinda, Pearce, Darren, Yuill, Nicola, Luckin, Rosemary and Harris, Amanda (2008) 'I'm keeping those there, are you?' The role of a new user interface paradigm 'Separate Control of Shared Space (SCOSS)' in the collaborative decision-making process. Computers & Education, 50 (1). pp. 193-206. ISSN 0360-1315

Yuill, Nicola, Strieth, Sara, Roake, Caroline, Aspden, Ruth and Todd, Brenda (2007) Designing a playground for children with autistic spectrum disorders: Effects on playful peer interactions. Journal of Autism and Developmental Disorders, 37 (6). pp. 1192-1196. ISSN 0162-3257

Yuill, Nicola and Lyon, Jennifer (2007) Selective difficulty in recognising facial expressions of emotion in boys with ADHD. European Child & Adolescent Psychiatry, 16 (6). pp. 398-404. ISSN 1435-165X

Ripley, Kate and Yuill, Nicola (2005) Patterns of language impairment and behaviour in boys excluded from school. British Journal of Educational Psychology, 75 (1). pp. 37-50. ISSN 0007-0998

Yuill, Nicola and Banerjee, Robin (2001) Children's conceptions of shyness. In: International Handbook of Social Anxiety:Concepts, Research & Interventions Relating to the Self & Shyness. John Wiley & Sons, LTD, pp. 119-136. ISBN 0-471-49129-2

Seigneuric, A, Erlich, M-F, Oakhill, J V and Yuill, N M (2000) Working memory resources and children's reading comprehension. Reading and Writing, 13 (1-2). pp. 81-103. ISSN 0922-4777

Banerjee, Robin and Yuill, Nicola (1999) Children's understanding of self-presentational display rules: Associations with mental-state understanding. British Journal of Developmental Psychology, 17 (1). pp. 111-124. ISSN 0261-510X

Banerjee, Robin and Yuill, Nicola (1999) Children's explanations for self-presentational behaviour. European Journal of Social Psychology, 29 (1). pp. 105-111. ISSN 0046-2772

Yuill, Nicola and Pearson, Anna (1998) The development of bases for trait attribution: Children's understanding of traits as causal mechanisms based on desires. Developmental Psychology, 34 (3). pp. 574-586. ISSN 00121649

Yuill, Nicola (1998) Reading and riddling: The role of riddle appreciation in understanding and improving poor text comprehension in children. Cahiers de Psychologie Cognitive, 17 (2). pp. 313-342. ISSN 0249-9185

Yuill, Nicola, Perner, Josef, Pearson, Anna, Peerbhoy, Dawn and van den Ende, Joanne (1996) Children's changing understanding of wicked desires: From objective to subjective and moral. British Journal of Developmental Psychology, 14. pp. 457-475. ISSN 0261-510X

Yuill, Nicola and Oakhill, Jane (1988) Understanding of anaphoric relations in skilled and less skilled comprehenders. British Journal of Psychology, 79 (2). pp. 173-186. ISSN 2044-8295

Yuill, Nicola and Oakhill, Jane (1988) Effects of inference awareness training on poor reading comprehension. Applied Cognitive Psychology , 2 (1). pp. 33-45. ISSN 1099-0720

Oakhill, Jane, Yuill, Nicola and Parkin, Alan J (1986) On the nature of the difference between skilled and less-skilled comprehenders. Journal of Research in Reading, 9 (2). pp. 80-91. ISSN 1467-9817

Oakhill, Jane and Yuill, Nicola (1986) Pronoun resolution in skilled and less-skilled comprehenders: Effects of memory load and inferential complexity. Language and Speech, 29 (1). pp. 25-37. ISSN 0023-8309