Room 02.502, David Keir Building
School of Psychology
Queen's University Belfast
Belfast, BT7 1NN
Northern Ireland, UK
+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.
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).
Ross Thompson. Thesis topic: Attitudes to maths and statistics in undergraduate 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
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.
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.