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, my research focus was directed towards environmental education and the development of systems thinking in children. The environmental theme was maintained in a further research project that investigated methods for overcoming problems associated with the communication of environmental information. My current research is concerned with the study of literacy and numeracy across the developmental range. A wide variety of approaches is used to investigate the psychological processes underlying tasks such as counting, arithmetic, spelling and reading, and the impact of basic skills in numeracy and literacy on future performance in reading and mathematics.
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.
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).