Yuill, N., Beirl, D. & Rogers, Y. (2019) Children’s Perceptions of and Interactions with the Voice Assistant Alexa in the Family Home. ICPS conference, Paris, March 2019.
Some of these are available at our repository: sro.sussex.ac.uk
2023
Glass, D., & Yuill, N. (2023). Social motor synchrony in autism spectrum conditions: A systematic review. Autism, 13623613231213295.
Glass, D., & Yuill, N. (2023). Moving Together: Social Motor Synchrony in Autistic Peer Partners Depends on Partner and Activity Type. Journal of Autism and Developmental Disorders, 1-17.
De Jaegher, H (2023) Cognitive science today, what is it to you? Journal of Consciousness Studies, 30 (11–12), 214–37
This paper is about the interaction between cognitive science and autism, and how research based in lived experience and intersubjectivity is an example of a participatory sense-making between scientist and their research subject, and how autism research can teach cognitive science to be ethical.
Bervoets, J., Beljaars, D., & De Jaegher, H. (2023). Letting Tourette’s be: The importance of understanding lived experience in research and the clinic. Developmental Medicine & Child Neurology, 65(11), 1422–1428.
Dingemanse, M., Liesenfeld, A., Rasenberg, M., Albert, S., Ameka, F.K., Birhane, A., Bolis, D., Cassell, J., Clift, R., Cuffari, E., De Jaegher, H., Novaes, C.D., Enfield, N.J., Fusaroli, R., Gregoromichelaki, E., Hutchins, E., Konvalinka, I., Milton, D., Rączaszek-Leonardi, J., Reddy, V., Rossano, F., Schlangen, D., Seibt, J., Stokoe, E., Suchman, L., Vesper, C., Wheatley, T. and Wiltschko, M. (2023). Beyond Single-Mindedness: A Figure-Ground Reversal for the Cognitive Sciences. Cognitive Science, 47(1), e13230. https://doi.org/10.1111/cogs.13230
Parsons, S., Kovshoff, H., Yuill, N., Glass, D., Holt, S., Ward, A., Barron, C., & Ward, R. (2023). ‘Our Stories...’: Co-Constructing Digital Storytelling Methodologies for Supporting the Transitions of Autistic Children - Study Protocol. International Journal of Qualitative Methods, 22.https://doi.org/10.1177/16094069221145286
2022
Yuill, N., Dasgupta, Z. & Glass, D. (2022) Contribution to Kennedy , H. & Simpson, R. How Colwyn’s theoretical ideas, vitality and values have created and continue to sustain VIG development. Chapter in J. Delafield-Butt & Reddy, V. (Eds.), Trevarthen Rhythm, Sympathy And Human Being. Oxford University Press.
Yuill, N. (2022) Autism and Technology Chapter in Gainsborough, J. (Ed.) Educational Psychology Perspectives on Supporting Young Autistic People: Insights from Experience, Practice and Research. Jessica Kingsley.
Yuill, N. (2022) Co-EnACT framework: How technologies can act as tools to support the development of collaboration in young neurotypical and autistic children. Budapest CEU Conference on Cognitive Development 10-14 Jan.
Glass, D. & Yuill, N. (2022) Evidence of greater Social Motor Synchrony in pairs of autistic children than neurotypical children: the importance of task type and social context. Budapest CEU Conference on Cognitive Development 10-14 Jan.
2021
Yuill, N. (2021) Technology to Support Children’s Collaborative Interactions: Close Encounters of the Shared Kind. Palgrave Macmillan. https://link.springer.com/book/10.1007/978-3-030-75047-3
Zoom or Room: Guidelines for Online Therapy here
Hopkins, Z., Yuill, N., & Branigan, H. P. (2021). Autistic children’s language imitation shows reduced sensitivity to ostracism. Journal of Autism and Developmental Disorders.
Yuill, N., Glass, D. & Dasgupta, Z. (2021) Zoom or Room: Therapists Readily Adapt in-Person Communication Strategies to Achieve Attunement in Online Therapeutic Interactions. Virtual Poster, 2021 APS Virtual Convention May 26–September 1, 2021
2020
Yuill N. (2020) Play Space Design in Autism. In: Volkmar F. (eds) Encyclopedia of Autism Spectrum Disorders. Springer, New York, NY
2019
Verver, S., Vervloed, M., Yuill, N., & Steenbergen, B. (2019). Playful learning with sound-augmented toys: a comparison between children with and without visual impairments. Journal Of Computer Assisted Learning.
Parsons, S., Yuill, N., Good, J. & Brosnan, M. (2019) “Whose agenda? Who knows best? Whose voice?”: Co-creating a technology research roadmap with autism stakeholders. Disability & Society. (OPEN ACCESS)
Glass, D. & Yuill, N. (2019) Collaborative action, embodiment and autistic traits: the influence of technology design in social motor synchrony. BPS Cognitive & Developmental Section conference, September.
Yuill, N. (2019) Text comprehension and interactional synchrony between parents and autistic children in shared reading. BPS Cognitive & Developmental Section conference, September.
Beirl, D., Rogers, Y. & Yuill, N. (2019) Using Voice Assistant Skills In Family Life. Computer-Supported Collaborative Learning conference, Lyon, June 2019.
Glass, D., & Yuill., N. (2018). Shared Spaces: The Benefits of Working Collaboratively on Social Motor Synchronisation for Minimally Verbal Children with Autism Spectrum Conditions. In Proceedings of the 17th ACM Conference on Interaction Design and Children (IDC '18). ACM, New York, NY, USA.
Holt, S., & Parry, J. A. (2018). Parent‐reported experience of using a real‐time text messaging service for dental appointments for children and young people with autism spectrum conditions: A pilot study. Special Care in Dentistry.
Parsons, S., Yuill, N., Good, J. & Brosnan, M. (in press) “Whose agenda? Who knows best? Whose voice?”: Co-creating a technology research roadmap with autism stakeholders. Disability & Society.
Carr, A., Slade, L., Yuill, N., Sullivan, S. & Ruffman, T. (2018) Minding the children: A longitudinal study of mental state talk, theory of mind and behavioural adjustment from age 3 to age 10. Social Development, 27(4), 826-840.
Lechelt, S, Rogers, Y., Yuill, N., Nagl, L, Ragone, G & Marquardt, N. (2018) Inclusive computing in special needs classrooms: Designing for all. In Proceedings of the 2018 CHI Conference on Human Factors in Computing Systems (p. 517). ACM.
Yuill, N. & Little, S. (2018) 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. British Journal of Educational Psychology, 88(2), 261-283.
Leith, G., Yuill, N & Pike, A. (2018) Scaffolding under the Microscope: Applying Self-Regulation and Other-Regulation Perspectives to a Scaffolded Task. British Journal of Educational Psychology, 88(2), 174-191.
Branigan, H., Yuill, N. & Hopkins, Z. (2018) Social exclusion increases spontaneous lexical alignment in children's dialogue. Architectures and Mechanisms of Language Processing- Asia.
2017
Hopkins, Z., Yuill, N. & Branigan, H. (2017) Inhibitory control and lexical alignment in children with an autism spectrum disorder. Journal of Child Psychology and Psychiatry.
Yuill, N. & Martin, A. (2017) Curling up with a good e-book: Mother-child shared story reading on screen or paper affects embodied interaction and warmth. Frontiers in Developmental Psychology.
Holt, S. & Yuill, N. (2017) Tablets for two: how dual tablets can facilitate other-awareness and communication in learning-disabled children with autism. International Journal of Child-Computer Interaction.
Bonnett, V., Yuill, N. & Carr, A. (2017) Mathematics, Mastery and Metacognition: How adding a creative approach can support children in maths. Special Issue of Educational and Child Psychology, 34 (1)
Brosnan, M., Holt, S., Yuill, N., Good, J. & Parsons, S. (2017). Beyond autism and technology: lessons from neurodiverse populations. Journal of Enabling Technologies, 11(2), 43-48.
Parsons, S., Yuill, N., Brosnan, M., & Good, J. (2017). “A child with autism only has one childhood”: main themes and questions for research from the “Digital Bubbles” seminar series. Journal of Enabling Technologies, 11(3), 113-119.
Parsons, S., Yuill, N., Brosnan, M., & Good, J. (2017). Interdisciplinary perspectives on designing, understanding and evaluating digital technologies for autism. Journal of Enabling Technologies, 11(1).
2016
Good, J., Brosnan, M., Parsons, S. & Yuill, N. (2016) Virtual reality and robots for autism: moving beyond the screen. Journal of Assistive Technologies.
Parsons, S., Yuill, N., Good, J., Brosnan, M., Austin, L., Singleton, C., Bossavit, B. and Barnabear,, 2016. What technology for autism needs to be invented? Idea generation from the autism community via the ASCmeI.T. App. In: Miesenberger, K., Buhler, C. and Penaz, P., eds. 15th International Conference on Computers Helping People with Special Needs, ICCHP 2016, 2016-07-13 - 2016-07-15. Springer Verlag, pp. 343-350.
Good, J., Yuill, N. Parsons, S., Brosnan, M. & Austin, L (2016) , Putting Technology Design into the Hands of the Users with the ASCmeI.T. app. CHI workshop Beyond Assistance and Intervention (May).
Brosnan, M., Parsons, S., Good, J., & Yuill, N. (2016). How can participatory design inform the design and development of innovative technologies for autistic communities? Journal of Assistive Technologies, 10(2).
2015
Yuill, N., Parsons, S., Good, J., & Brosnan, M. (2015). Knowing me, knowing you: perspectives on awareness in autism. Journal of Assistive Technologies, 9(4).
Hopkins, Z, Yuill, N & Keller, B. (2015) Children with autism align syntax in natural conversation. Applied Psycholinguistics, 1-24.
Parsons, S., Yuill, N., Brosnan, M. & Good, J.(2015). Innovative technologies for autism: Critical reflections on digital bubbles. Journal of Assistive Technologies, 9, 2.
Leith, G., Yuill, N. & Pike, A. (2015). Social, environmental and individual correlates on 5-6 year olds’ school adjustment. Society for Research in Child Development biennial meeting, Philadelphia, USA.
Leith, G., Pike, A. & Yuill, N. (2015). Mother's and child's positive affect during homework in the first school year: Correlates with personality, attitude and context factors. Jean Piaget Society annual meeting, Toronto, Canada.
2014
Hopkins, Z., Yuill, N. & Keller, B. (2014) Languahe alignment in children with autism is not an experiemental artefact. 5th UK Cognitive Linguistics conference, University of Lancaster.
Yuill, N. (2014) Going along with or taking along with: a cooperation continuum in autism? Frontiers in Psychology, 5 Open Access. Also published as part of di Paolo, E. & de Jaegher, H. (Eds) Towards an embodied science of intersubjectivity: Widening the scope of social understanding research.
Holt, S & Yuill, N (2014) Facilitating Other-Awareness in Low-Functioning Children with Autism and Typically-Developing Preschoolers Using Dual-Control Technology Journal of Autism and Developmental Disorders, 44, 236-248.
Yuill, N, Hinske, S., Williams, S.E. & Leith, G. (2014) How getting noticed helps getting on: Successful attention capture doubles children's cooperative play. Frontiers in Psychology, 5, 418. (OPEN ACCESS)
2013
Borbely, T. & Yuill, N. (2013) Inhibitory control is a prerequisite of cooperation in children with high-functioning autism BPS Cognitive and Developmental Sections conference. Reading University, September 2013
Holt, S. & Yuill, N. (2013) Investigating collaboration in children with autism using a multi-touch tabletop computer, BPS Cognitive and Developmental Sections conference. Reading University, September 2013
Rogers, Y., Yuill, N. & Marshall, P. (2013) Contrasting lab-based and in-the-wild studies for evaluating multi-user technologies. Sage Handbook of Digital Technology Research.
Hopkins, Z. & Yuill, N. (2013) Mirror Talk: Alignment in the natural conversations of children with autism BPS Cognitive and Developmental Sections conference. Reading University, September 2013
Leith, G. & Yuill, N. (2013) Mother-child affection, but not conflict, predicts the dyad's self- and other-regulation BPS Cognitive and Developmental Sections conference. Reading University, September 2013
Little, S. & Yuill, N (2013) Does Sensory Over-Responsivity account for the anxiety experienced in autism? BPS Cognitive and Developmental Sections conference. Reading University, September 2013
Oakhill, Jane, Yuill, Nicola and Garnham, Alan (2013) 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.
Yuill, N. (2013) Capturing attention with a technology-augmented toy stimulates children’s cooperative play.BPS Cognitive and Developmental Sections conference. Reading University, September 2013
Yuill, N., Rogers, Y & Rick, J. (2013) Pass the iPad: collaborative creating and sharing in family groups. Proceedings of the 2013 ACM annual conference on Human factors in computing systems, 941-950.
2012
Farr, W., Yuill, N., & Hinske, S. (2012). An autmented toy and social interaction in children with autism. International Journal of Arts and Technology, 5, 104-125.
Yuill, N. & Rogers,Y. (2012) Mechanisms for Collaboration: A Design and Evaluation Framework for Multi-User Interfaces. Transactions of Human-Computer Interaction.
2011
Rick, J., Marshall, P. and Yuill, N. (2011). Beyond one-size-fits-all: How interactive tabletops support collaborative learning. In Proceedings of IDC 2011, to appear. ACM Press.
2010
Carr. A., Yuill.N. and Slade.L. (2010). Mother mental state talk at age 3 predicts children's emotional and behavioral difficulties at age 8. Paper presented at Jean Piaget Society Conference, St. Louis. USA
Farr, W., Yuill, N. & Raffle, H. (2010) Social benefits of a tangible user interface for children with Autistic Spectrum Conditions. Autism,14, 3, 237-252.
Farr, W. and Yuill, N. (2010) Tangible technology: Collaborative benefits for autism. Autism: the International Journal of Theory and Practice, to appear.
Fleck, R. and Fitzpatrick, G. (2010) Reflecting on reflection: framing a design landscape. Proceedings of OZCHI 2010, November 22-26, 2010, Brisbane, Australia.
Yuill, N. (2010) Playing music to a cow: Using shareable technology to investigate and support collaboration between generations. Poster workshop, BPS Developmental Section Annual Conference, Goldsmith's College, London.
2009
Bonnett, V, Carr, A., Yuill, N. & Luckin, R. (2009) What eats herons? How mastery- and performance-oriented children seek help in an interactive science task. BPS Developmental Section Conference, Nottingham, September 2009.
Carr, A. & Yuill, N. (2009) How interactive tabletops affect self-regulation and joint attention in children's collaborative problem-solving. BPS Developmental Section Conference, Nottingham, September 2009.
Farr, W.; Raffle, H. and Yuill, N. (2009) Collaborative Benefits of a Tangible Interface for Autistic Children. In Proceedings of the Workshop on Tangibles for Children, CHI '09, 4 April, 2009, Boston, USA, pp1-4.
Fleck, R., Fitzpatrick, G. (2009) Teachers' and Tutors' Social Reflection around SenseCam Images. To appear in International Journal of Human Computer Studies: Special Issue on Photo Practices. DOI
Fleck, R., Rogers, Y., Yuill, N., Marshall, P., Carr, A., Rick, J., Bonnett, V., (2009) Unpacking Collaboration Around the Tabletop: Implications for Collaborative Learning, to be presented at ACM International Conference on Interactive Tabletops and Surfaces (ITS) 2009, November 23-25, Banff, Canada.
Harris, A., Bonnett, V., Luckin, R., Yuill, N., Avramides, K. (2009). Scaffolding effective help-seeking behaviour in mastery and performance oriented learners. In Proceedings of the 14th International Conference on Artificial Intelligence in Education, Brighton, UK.
Harris, A., Rick, J., Bonnett, V., Yuill, N., Fleck, R & Rogers, Y. (2009) Around the Table: Are multiple-touch surfaces better than single-touch for children's collaborative interactions? To appear in the proceedings of Computer Supported Collaborative Learning 09. Rhodes, Greece. pp335-344.
Harris, A., Yuill, N., Marshall, P., Fleck, R., Rick, J. & Rogers, Y. (2009) Using novel technology to support children's collaborative interaction during a planning task. Paper presented at The Society for Research in Child Development Biennial Meeting 2009. Denver. Presentation
Holt, S. (2009) Using joint control software to assess active awareness of other in children with autism. Presented at the BPS Developmental Section conference, Nottingham Trent University.
Marshall, P., Fleck, R., Harris, A. Rick, J., Hornecker, E., Rogers, Y., Yuill, N. and Dalton, N. S. (2009) Fighting for Control: Children's Embodied Interactions When Using Physical and Digital Representations. In Proceedings of CHI 2009, Boston. pp 2149-2152.
Rick, J., Rogers, Y., Haig, C., and Yuill, N. (2009). Learning by doing with shareable interfaces. Children, Youth and Environments,19(1).
Yuill, N. (2009). The relation between ambiguity understanding and metalinguistic discussion of joking in good and poor comprehenders: potential for intervention and possible processes of change. First Language (Special Issue) 29, 65-79.
Yuill, N., Pearce, D., Kerawalla, L., Harris, A. & Luckin, R. (2009). How Technology for Comprehension Training Can Support Conversation towards the Joint Construction of Meaning. Journal of Research in Reading, 32, 1, 109-125.
Yuill, N., Harris, A., Bonnett, V., Rick, J., Fleck, R., Marshall, P. Rogers, Y. (2009) The 'I did it!' bias in multi-touch tabletops: When equity is not enough. Tabletop4Learning Conference, part of STELLAR workshop, Garmisch-Partenkirchen, December 2-3, 2009.
2008
Farr, W. & Yuill, N. (2008). Educational benefits for Autism from a Tangible User Interface (TUI). Presented at the BPS Education Section conference, Milton Keynes.
Farr, W. & Yuill, N. (2008). Using IT to enhance collaboration in autism. Presented at the BPS Developmental Section conference, Oxford Brookes University.
Farr, W. Raffle, H. and Yuill, N. (2008) Tangible Interface Technology to aid collaboration in Individuals with Autism. Shareable Interfaces for Learning Workshop. Sussex University Creativity Zone, 11-12 Sept. 2008.
Harris, A. & Pike, A. (2008) Implicit theories of personality: their role in sibling and parent-child relationships. Paper presented at The British Psychological Society Developmental Section Conference,Oxford Brookes.
Harris, A. , Yuill, N. & Fleck, R. (2008). Supporting peer collaboration in the classroom through novel technology. Presented at the BPS Developmental Section conference, Oxford Brookes University.
Harris, A. Yuill, N & Luckin, R. (2008) The influence of context-specific and dispositional achievement goals on children's paired collaborative interaction. The British Journal of Educational Psychology. Vol 78 (3) pp. 355-374.
Harris, A., Bonnett, V., Fleck, R., Yuill, N., Marshall, P, Rick, J. & Rogers, Y. (2008) The role of multiple versus single touch input on children's collaborative participation. Presented at the BPS Education Section conference, Milton Keynes.
Holt, S. & Yuill, N. (2008). Facilitating social interaction and awareness of a partner in children with Autistic Spectrum Conditions: Effects of a dual control paradigm. Presented at the BPS Developmental Section conference, Oxford Brookes University.
Marzouq, S. & Yuill, N. (2008). The role of social context in influencing children's learning motivation in a collaborative task.Presented at the BPS Education Section conference, Milton Keynes.
Wheeler, Z., Yuill, N. & Pike, A. (2008). Relationship quality, adjustment and autistic characteristics in younger siblings of children with Autism Spectrum Conditions. Presented at the BPS Developmental Section conference, Oxford Brookes University.
Yuill, N. (2008) The role of gestures in disambiguating meaning: relation to language comprehension skill. Presented at the BPS Developmental Section conference, Oxford Brookes University.
Yuill, N. (2008). Visiting Joke City: How can talking about jokes foster metalinguistic awareness in poor comprehenders? In D. McNamara (Ed.) Reading Comprehension Strategies: Theories, Interventions and Technologies. LEA. Pp. 325-345.
Yuill, N., Kerawalla, C., Pearce, D., Luckin, A. & Harris, A. 2008). Using technology to teach flexibility through peer discussion. In K.E.Cartwright (Ed.), Flexibility in literacy processes and instructional practice: Implications of developing representational ability for literacy teaching and learning. Guilford.
2007
Banerjee, R, Yuill, N., Larson, C., Easton, K., Robinson, E. & Rowley, M. (2007) Children's differentiation between beliefs about matters of fact and matters of opinion. Developmental Psychology, 43, 1084-96.
Bonnett, V., Harris, A., Yuill, N. & Lyon, J. (2007). The relation between mastery and performance orientation, receptivity to guidance and learning transfer. Presented at the BPS Developmental Section conference, University of Plymouth, August 2007.
Coultas, J. & Yuill, N. (2007) A Developmental Perspective on the Role of the Recognition of Facial Expressions of Emotions and Group Living. Human Behaviour and Evolution Society conference, Virginia,USA, May.
Harris, A. & Yuill, N (2007) The relation between developmental change in children's understanding of ability and their understanding of educational targets. Poster presented at The British Psychological Society Developmental Section Conference, Plymouth.
Harris. A., Luckin, R., & Yuill N. (2007) Creating contexts for productive peer collaboration: some design considerations. In Proceedings of 13th International Conference on Artificial Intelligence in Education. Los Angeles.
Sullivan, S., Yuill, N. Ruffman, T. & Slade, L. (2007). Emotion recognition and Theory of Mind abilities in middle childhood: relation to earlier measures of belief and emotion understanding. Jean Piaget Society conference on Developmental Cognitive Neuroscience, Amsterdam, May.
Yuill,N., Sullivan,S., Ruffman, T. & Slade, L. (2007). Continuity from 3 to 11 Years in Children's Theory of Mind and Mental State Talk.European Society for Developmental Psychology, Jena, Germany, August.
Yuill, N. & Coultas, J. (2007). The relation between emotion recognition and social experience in early adolescence. Jean Piaget Society conference on Developmental Cognitive Neuroscience, Amsterdam, May.
Yuill, N. & Wheeler, Z. (2007) Using gesture to disambiguate meanings in joking riddles. Current Developments in Gesture Research Workshop 2,University of Manchester.
Yuill, N., Slade, S., Sullivan, S. & Ruffman, T. (2007) Early theory of mind ability predicts later emotion recognition, but not vice versa: possible causal links between understanding emotion and belief. Presented at the BPS Developmental Section conference, University of Plymouth, August 2007.
2006
Harris, A., Yuill, N. & Luckin, R. (2006). Differences in the quality of children's collaborative interaction: The influence of goal-focused instructions. Presented at the BPS Developmental Section conference, Royal Holloway, University of London.
Henson, R. & Yuill, N. (2006) Education support - working in partnership. Educational Achievement and Looked After Children seminar, Making Research Count series, University of Brighton, 15.12.06.
Yuill, N. (2006) The role of metalinguistic discussion in developing children's understanding of ambiguity and text comprehension. Symposium on Language, Communication and Cognition. Universities of Sussex and Portsmouth, 29th May.
Yuill, N. (2006). In-service training: Assessment and remediation of comprehension difficulties. Standup Workshop, University of Dundee, 27th August.
Yuill, N. (2006). The Laughing PC: Using Jokes in Software to Improve Children's Reading Comprehension. Presented at the BPS Developmental Section conference, Royal Holloway, University of London.
2005
Harris, A., Yuill, N. & Luckin, R. (2005). The influence of context on children's learning goal adoption. 11th European Conference for Research on Learning and Instruction. Cyprus 22-27 August.
Kerawalla, C, Pearce, D., O'Connor, J., Luckin, R., Yuill, N. & Harris, A. (2005). Setting the Stage for Collaborative Interactions: Exploration of Separate Control of Shared Space. In Proceedings of 12th International conference on artificial intelligence in education.IOS press. Amsterdam.
Kerawalla, L., Pearce, D., Luckin, R., Yuill, N. & Harris, A. (2005) Using the ‘separate control of shared space' interface to mediate the collaborative decision-making process. BPS Developmental Section Annual Conference, University of Edinburgh, 5-8 September.
Martinez-Miron, E., Harris, A., du Boulay, B., Luckin, R. & Yuill, N. (2005) The role of learning goals in the design of ILEs: Some issues to consider. In Proceedings of 12th International conference on artificial intelligence in education. IOS press. Amsterdam.
Pearce, D., Kerawalla, L, Luckin, R., Yuill, N. & Harris, A. (2005). The Task-Sharing Framework: A generic approach to scaffolding, collaboration and meta-collaboration in educational software. In Looi, C.K. & Jonassen, D. Towards sustainable and Scalable Educational Innovations Informed by the Learning Sciences. 13th ICCE. IoS Press. Pp. 338-345.
Yuill, N, George, P., Kerawalla, C., Harris, A., Luckin, R. & Pearce, D. (2005) Children talking about language: analysing metalinguistic discussion and its role in text comprehension.15th Annual Meeting of the Society for Text and Discourse, Amsterdam.
Yuill, N., Kerawalla, C., Harris, A.., Luckin, R. & Pearce, D. (2005). The role of language awareness and peer discussion in fostering text comprehension and cognitive flexibility. Developmental Section Annual Conference, Edinburgh University, September 2005.
2004
Kerawalla, L., Pearce, D., Luckin, R., Yuill, N. & Harris, A. (2004). Does this restaurant serve fish? Using a novel user interface, Separate Control of Shared Space (SCOSS), to mediate children's joint understanding of word ambiguity in jokes. Developmental Section Annual Conference, Leeds Metropolitan University, September 2004. Proceedings of the BPS, 2005, 13, 37.
Yuill, N.,Luckin, R., Kerawalla, L., Pearce, D. & Harris, A. (2004) Creativity in verbal humour: Riddles and language play. Invited symposium on Computers and Creativity, British Psychological Society Annual Conference, Imperial College, 15-17 April. Proceedings of the BPS, 12, 146.
Yuill, N., Galpin, A., Lloyd-Lyons, R. & Bain, K. (2004) The role of understanding ambiguity in children's reading comprehension. Society for the Scientific Study of Reading Annual Conference, Amsterdam 28 June.
Yuill, N., Kerawalla, L., Pearce, D., Edwards, S., Luckin, R. & Harris, A. (2004) A JELLYfish or a jelly FISH? Children's understanding of intonation in sensible and anomalous word compounds in relation to metalinguistic awareness. Developmental Section Annual Conference, Leeds Metropolitan University, September 2004. Proceedings of the BPS, 2005, 13, 49.
2003
Luckin, R, du Boulay, B., Yuill, N., Kerawalla, L., Pearce, D. & Harris, A. (2003). Using software scaffolding to increase metacognitive skills amongst young learners. 11th International Conference on Artificial Intelligence and Education, Melbourne, Australia, August 2003.
Yuill, N., Luckin, R., Kerawalla, L., Pearce, D. & Harris, A. (2003) The Laughing PC: Using Verbal Humour in Multimedia Software to Promote Children's Language Comprehension. BPS Developmental Section Annual Conference, University of Coventry, September 2003.