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Dr Judith Wylie

Photo of Judith Wylie

Lecturer

Email: jw.wylie@qub.ac.uk

Address

Room 02.502, David Keir Building
School of Psychology
Queen's University Belfast
Belfast, BT7 1NN
Northern Ireland, UK

Telephone

+44 (0)28 9097 4575

2001 - date Lecturer in Cognitive Psychology (QUB)

1997 - 2001 Research Fellow in The QUESTOR Centre/Psychology (QUB)

1994 - 1997 Research Fellow in Psychology (QUB)

1993 - 1994 Laboratory Supervisor in Psychology (QUB)

1992 - 1993 Graduate Demonstrator in Psychology (QUB)

1993 PhD Psychology (QUB)

1989 BA (Hons) Psychology (QUB)

After completing my PhD on the impact of text structure and prior knowledge on memory for text, I was employed as a post-doctoral researcher on an ESRC project on environmental education and the development of systems thinking in children. The environmental theme was maintained in a second post-doc position in The QUESTOR Centre during which we investigated methods for overcoming problems associated with the communication of environmental information. My current research focuses on basic cognitive processes and their application within educational contexts.  I am interested in the development of reading and mathematical abilities in typically developing as well as children with atypical trajectories.  My current work also investigates cognitive and linguistic processing in bilinguals.  I have supervised several research projects within the Irish immersion educational context, as well as research with Chinese–English bilingual adults and children.

School of Psychology Administrative Roles

  • Examinations Officer
  • Education Committee
  • Research Ethics Committee
  • Postgraduate Research Committee
  • Module Coordinator PSY2063 Developmental and Cognitive Psychology
  • Module Coordinator PSY3096 Typical and Atypical Literacy Development
  • Collaborative Provision Group
  • Child Protection Review Group
  • PSY1001 Introductory Psychology 1
  • PSY1003 Using Psychology in Everyday Life
  • PSY1004 Thinking Critically about Popular Psychology
  • PSY2056 Research Methods and Statistics
  • PSY2063 Developmental and Cognitive Psychology (module coordinator)
  • PSY2059 Research Methods and Group Project
  • PSY3001 Thesis
  • PSY3096 Typical and Atypical Literacy Development (module coordinator)

Member of the Cognition, Development and Education Research Cluster

  • Bilingualism
  • Working Memory
  • Executive Function
  • Reading
  • Mathematical Cognition

Research grants

2009-2012 An Chomhairle um Oideachas Gaeltachta & Gaelscolaíochta (€72,000)

2008-2009 Foras na Gaeilge (£1,561)

2008-2009 An Chomhairle um Oideachas Gaeltachta & Gaelscolaíochta (€24,506)

2003 - 2004 LTSN Psychology Miniproject (5012). Assessing numeracy and other mathematical skills in psychology students as a basis for learning statistics (with Dr Mulhern)

2001 - 2004 Invest Northern Ireland (350,000)Environmental Tools (with Prof Sheehy)

1997 - 2000 QUESTOR Industrial Board (71,145). The presentation of environmental data: Guidelines for companies (with Prof Sheehy).

1999 - 2000 Department of the Environment (NI) 265,599. Field and laboratory based study of reactive barrier use for remediation of contaminated land at the Portadown Gasworks Site (with The QUESTOR Centre).

1999 - 2001 Health and Safety Executive (63,047). Social amplification of risk (with Prof Noel Sheehy).

1999 Network for Industrially Contaminated Land in Europe (Industry Subgroup) 40,000 euro (QUB 8.000 euro). Risk communication: Learning from experiences (with The QUESTOR Centre).

PhD Supervision

Current PhD student

Ross Thompson.  Thesis topic:  Attitudes to maths and statistics in undergraduate students

Former PhD students

Aoibheann Brennan-Wilson.  Thesis title: Cognitive Development of Low- and Typically-Achieving Monolingual and Bilingual Children

Claire Stephens.  Thesis title: Executive Function Development: A Comparison of Monolingual and Bilingual Children in Ireland

Yanti Nizar.  Thesis title: Numerical Cognition in Monolingual and Chinese-English Bilingual Adults

Claire McVeigh.  Thesis title: Language and Cognition in Developing Bilinguals: Examining Working Memory and Executive Control

Victoria Simms.  Thesis title: A developmental study of the problem-size and tie effects in single-digit mental addition

Julie-Ann Jordan.  Thesis title: Mathematical competencies in children with specific maths, reading, and comorbid maths and reading difficulty

Victoria Bell.  Thesis title:  A longitudinal study of the relationship between motor coordination difficulties and cognitive functioning in primary school children

Alissa Lange.  Thesis title: Assistive software for secondary-level students with reading difficulties: compensatory and remedial effects on literacy skills

Selected research publications

Journal articles

Wylie, J., Jordan, J-A., & Mulhern, G. (2012). Strategic development in exact calculation: group and individual differences in four achievement subtypes.  Journal of Experimental Child Psychology, 113, 112-130.

Jordan, J-A., Wylie J., & Mulhern, G. (2010). Phonological awareness and mathematical difficulty: A longitudinal perspectiveBritish Journal of Developmental Psychology, 28, 89-107.

Lange, A., Wylie, J., & Mulhern, G. (2009). Proofreading using an assistive software homophone tool: Compensatory and remedial effects on the literacy skills of students with reading difficulties. Journal of Learning Disabilities, 42, 322-335.

Jordan, J-A., Mulhern, G., & Wylie, J. (2009). Individual differences in trajectories of arithmetical development in typically achieving 5- to 7-year-olds. Journal of Experimental Child Psychology, 103, 455-468.

Mulhern, G., & Wylie, J. (2006).  Mathematical prerequisites for learning statistics in Psychology: Assessing core skills of numeracy and mathematical reasoning among undergraduates.  Psychology Learning and Teaching,5, 119-132.

Lange, A., McPhillips, M., Mulhern, G., & Wylie, J. (2006).  Assistive software tools for secondary-level students with literacy difficulties.  Journal of Special Education Technology, 21, 13-22.

Wylie, J., & McGuinness, C. (2004). The interactive effects of prior knowledge and text structure on memory for cognitive psychology texts.  British Journal of Educational Psychology, 74, 497-514.

Mulhern, G., & Wylie, J. (2004).  Changing levels of numeracy and other core mathematical skills among psychology undergraduates between 1992 and 2002.  British Journal of Psychology, 95(3), 355-370.

Wylie, J. & McGuinness, C. (2004). The interactive effects of prior knowledge and text structure on memory for cognitive psychology texts. British Journal of Educational Psychology, 74, 497-514.

Mulhern, G. & Wylie, J. (2004). Changing levels of numeracy and other core mathematical skills among psychology undergraduates between 1992 and 2002. British Journal of Psychology, 95(3), 355-370.

Wylie, J., Ouboter, S., Reijerkerk, L., Schelwald, L., Weenk, A. & Weterings, R. (2001). Risk communication for contaminated land: Developing guidelines from practical observations and case studies. Land Contamination and Reclamation, 9, 1, 164-169.

Sheehy, N., Wylie, J., McGuinness, C. & Orchard, G. (2000). How children solve environmental problems: using computer simulations to investigate systems thinking. Environmental Education Research, 6(2), 109-126.

Wylie, J. & Sheehy, N. (2000). Creative and magical thinking on environmental problems and their solutions. Streetwise, 40, 13-16.

Wylie, J. & Sheehy, N. (1999). Contaminated land and risk communication: Developing communication guidelines using a mental models approach. Land Contamination and Reclamation, 7(4), 285-289.

Wylie, J., Sheehy, N., McGuinness, C. & Orchard, G. (1998). Children's thinking about air pollution: A systems theory analysis. Environmental Education Research, 4(2), 117-137.

Wylie, J., Sheehy, N., McGuinness, C. & Orchard, G. (1996). Children's cognitions: Issues for global environmental education. The Irish Journal of Psychology, 17(4), 310-326.

McGuinness, C., Wylie, J., Greer, B., Sheehy, N. & Orchard, G. (1995). Developing children's thinking: A tale of three projects. The Irish Journal of Psychology, 16(4), 378-388.

Reports

Sheehy, N., Wylie, J. & McKeown, G. (2002). Quantifying risk amplification processes: Health and Safety Executive: HMSO.

Sheehy, N., Wylie, J. & Sproule, E. (in press). Communicating about contaminated land: Guidelines for successful risk communication. Department of the Environment (Northern Ireland): HMSO.