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Items where Subject is "Departments > Psychology and Human Development"

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Number of items at this level: 50.

Article

Courbois, Yannick and Blades, Mark and Farran, Emily and Sockeel, Pascal Do individuals with intellectual disability select appropriate objects as landmarks when learning a route? Journal of Intellectual Disabilities. ISSN 1744-6295 (print); 1744-6309 (electronic). DOI UNSPECIFIED (In Press)

Dockrell, Julie and Shield, Bridget (2012) The impact of sound field systems on learning and attention in elementary school classrooms. Journal of Speech, Language, and Hearing Research. ISSN 1092-4388 (print); 1558-9102 (electronic). DOI UNSPECIFIED

Farran, Emily and Courbois, Yannick and Van Herwegen, Jo and Blades, Mark How useful are landmarks when learning a route in a virtual environment? Evidence from typical development and Williams Syndrome. Journal of Experimental Child Psychology. ISSN 0022-0965 (print); 1096-0457 (electronic). DOI UNSPECIFIED (In Press)

Book Section

Baines, Ed and Blatchford, Peter (2010) Children’s games and playground activities in school and their role in development. In: The Oxford handbook of the development of play. Oxford University Press (OUP USA), New York. ISBN 9780195393002 (hbk.)

Monograph

Blatchford, Peter and Hallam, Susan and Ireson, Judith and Kutnick, Peter (2008) Classes, groups and transitions: structures for teaching and learning. Working Paper. Cambridge Primary Review.

Thesis

Barnett, Anna Louise. (1992) Manual competence in clumsy children. PhD thesis, Institute of Education, University of London.

Best, Elizabeth Veronica. (1994) A description and evaluation of adult basic literacy education (ABLE) provision in Barbados: individual, institutional and national goals 1990-1993. PhD thesis, Institute of Education, University of London.

Bindman, Miriam Ruth. (1997) Relationships between metalinguistic and spelling development across languages: evidence from English and Hebrew. PhD thesis, Institute of Education, University of London.

Braga, Denise Bertoli (1990) Critical reading: a socio-cognitive approach to selective focus in reading. PhD thesis, Institute of Education, University of London.

Broadbent, Hannah Jayne (2015) Large-scale visuospatial cognition in Williams syndrome and typically developing children. PhD thesis, UCL Institute of Education.

Brooks, Tamara (2014) Perspectives of students, parents and teachers on the secondary school experiences of children and young people with autism spectrum disorders. D.Ed.Psy thesis, Institute of Education, University of London.

Cage, Eilidh Alison (2015) Mechanisms of social influence : reputation management in typical and autistic individuals. PhD thesis, UCL Institute of Education.

Camp, Joanne Sara (2014) The development of problem-solving abilities in typical and atypical development. PhD thesis, Institute of Education, University of London.

Corley, Barbara Margaret Gianetta. (1992) Partially sighted children: the visual processing of words and pictures. PhD thesis, Institute of Education, University of London.

Edgington, Louise Jane (2014) The design and implementation of a new cognitive behavioural therapy (CBT) based intervention for the management of sensory experiences in adolescents with autism. D.Ed.Psy thesis, Institute of Education, University of London.

Eldridge, Madelaine (2013) Understanding the factors that build teacher resilience. D.Ed.Psy thesis, UNSPECIFIED.

Ennis, Sorcha (2014) Factors associated with children’s defending against unkind behaviour: a mixed methods study. D.Ed.Psy thesis, Institute of Education, University of London.

Faulds, Karen Elaine (2014) Working memory matters: a series of case studies evaluating the effect of a working memory intervention in children with early onset otitis media. EdD thesis, Institute of Education, University of London.

Hampson-Jones, Frances Elsie (2014) Reciprocal teaching: investigation of its effectiveness as a method of whole class reading comprehension instruction at Key stage two. PhD thesis, UCL Institute of Education.

Hawtin, Clare (2014) The impact of video interaction guidance and the underlying mechanisms of change: the parents’ perspective. D.Ed.Psy thesis, UCL Institute of Education.

Hoyne, Bebhinn (2014) Understanding, identifying and supporting children and young people with selective mutism (SM): perspectives and experiences of key stakeholders. D.Ed.Psy thesis, UCL Institute of Education.

Ingram, John. (1990) The negotiating classroom. PhD thesis, Institute of Education, University of London.

Jessel, John. (1992) Mental mechanisms, contextual effects and the processing of word-attributes. PhD thesis, Institute of Education, University of London.

Jongmans, Marian Jacqueline. (1994) Perceptuo-motor competence in prematurely born children at school age: neurological and psychological aspects. PhD thesis, Institute of Education, University of London.

Kendall, Gavin Patrick. (1994) Literate practices and the production of children: psychological and pre-psychological discourses. PhD thesis, Institute of Education, University of London.

King, Sarah Elizabeth (2013) Small group times in the nursery setting : a forum for developing children’s speech, language and communication? PhD thesis, UNSPECIFIED.

Larkin, Teresa Anne (2014) Exploring the potential for early school leavers to have greater involvement in their literacy learning. EdD thesis, UCL Institute of Education .

Male, Dawn Bernadette. (1992) An investigation into the learning and memory processes of children with moderate learning difficulties: under which conditions do MLD children use learning/recall strategies. PhD thesis, Institute of Education, University of London.

Manning, Catherine (2014) Motion processing in children with autism. PhD thesis, UCL Institute of Education.

Newton, Jennifer Anne (2014) Exploring the usefulness of narrative approaches in educational psychology practice when working with young people who have offended. D.Ed.Psy thesis, UCL Institute of Education .

Niolaki, Georgia (2013) Processes involved in spelling in bilingual and monolingual English- and Greek-speaking children with typical and atypical spelling performance. PhD thesis, UNSPECIFIED.

Paradis, Pascale (2014) An exploration into the risk and protective factors to school adaptation as experienced by children living in army compared to non-army families. D.Ed.Psy thesis, UNSPECIFIED.

Patrick, Sarah (2014) Evaluating a universal cognitive behavioural intervention: what is the impact on pupils’ self-esteem? D.Ed.Psy thesis, University of London Institute of Education.

Peramageli, Fotini. (1997) Emotional and behavioural difficulties : causal attributions for social and working relations in Greek primary school children. PhD thesis, Institute of Education, University of London.

Porter, Jill. (1996) Conceptual and procedural understanding of counting by pupils with severe learning difficulties. PhD thesis, Institute of Education, University of London.

Renton, Margaret. (1992) Primary school-children's strategies for addition. PhD thesis, Institute of Education, University of London.

Rinaldi, Wendy Frances. (1997) Understanding pragmatic meaning: a study of secondary school students with specific developmental language disorder. PhD thesis, Institute of Education, University of London.

Roberts, Elizabeth (2013) Autism and reading comprehension : bridging theory, research and practice. D.Ed.Psy thesis, UNSPECIFIED.

Saadi, Hacene. (1991) The development of communication: a study of referring expressions and other aspects of discourse in Algerian pre-school children. PhD thesis, Institute of Education, University of London.

Santos, Mónica Pereira dos. (1995) Integration policies in a Brazilian south-eastern capital: formulation, implementation and some comparisons with four European countries. PhD thesis, Institute of Education, University of London.

Schendel, Rebecca (2013) A critical missing element: critical thinking at Rwanda's public universities and the implications for higher education reform. PhD thesis, UNSPECIFIED.

Shim, Mikyung. (1995) Prevalence of EBD (Emotional and Behaviour Difficulties) in Korean children and associations with environmental factors: the "situation-specificity" of EBD. PhD thesis, Institute of Education, University of London.

Sim, Trevor. (1994) Reading as a problem solving activity. PhD thesis, Institute of Education, University of London.

Simms, Barbara Ann. (1991) The learner driver with spina bifida and hydrocephalus: can driving ability be predicted? PhD thesis, Institute of Education, University of London.

Sugarman, Sophie (2013) An investigation into parents’ attitudes to their children having imaginary companions. D.Ed.Psy thesis, UNSPECIFIED.

Swift , Sally (2013) Thoughts, feelings and perceptions of an inner-city London community regarding the role of the school in preventing and protecting children and young people from crime. D.Ed.Psy thesis, UNSPECIFIED.

Tudor, Angela Miriam (2014) The effectiveness of a pilot group intervention based on a cognitive-behavioural approach for adolescents with conduct problems in a mainstream school. D.Ed.Psy thesis, Institute of Education, University of London.

Valberg, Tamasine (2013) A perceptual analysis of children's experiences of The Place2Be play-based therapeutic approach : a co-constructionist account. D.Ed.Psy thesis, UNSPECIFIED.

Waters, Susan Elfrida. (1992) Psychological androgyny and non-stereotypical educational choice. PhD thesis, Institute of Education, University of London.

Zheng, Huiling Diona (2014) Evidence-based practices : reading comprehension instruction and teacher self-efficacy. D.Ed.Psy thesis, UCL Institute of Education.

This list was generated on Fri Jul 3 03:14:58 2015 BST.