Search

Close. Close. Close. Close. Close. Newnham poet talks about writing, rhyme and the empty page on Radio 4. July 29th, 2016. Newnham poet Holly Corfield Carr will share her poems-in-progress as part of a new BBC Radio 4 programme. The PhD student and

His undergraduate degree was in Cognitive Science, Psychology and Computer Science (Nottingham), followed by a doctorate in Computer Science and Artificial Intellegence (Sussex).

Institute. Research ThemeOther Interdiciplinary Incentives. Research Focus Keywords. Language. Cognitive Development.

We expect the cognitive sciences – in particular, computational psychology and computational neuroscience – to eventually explain how thoughts and feelings represent the world.

E-mail Address. aa483@cam.ac.uk. Phone. 44 (0)1223 767524. Qualifications. PhD in Cognitive Developmental Psychology (University of Sussex). ... Teaching. Undergraduate. Education Tripos:. Psychology in schools, workplaces and beyond. Learning and Human

Has obtained or is close to obtaining a PhD in a topic related to ergonomics, human factors, cognitive psychology, or relevant design discipline.

Keywords:. Abstract:. Alison Gopnik is a professor of psychology and affiliate professor of philosophy at the University of California at Berkeley. ... She has also written widely about cognitive science and psychology for Science, The Times Literary

Postgraduate. PhD, Supervisor & Advisor. MPhil (Psychology & Education), Lecturer in Advanced Topics in Data Analysis, Anti-racism and Decolonisation in Research, Social Cognitive Development . ... Developmental Psychology, 54(11), 2126–2138. Lauer, J.

Other interests include children learning through play, quality in early childhood education, evolutionary psychology and the the application of cognitive neuroscience to education. ... Sangster, C. (2007) Development of Metacognition and Self-Regulated

By drawing on theoretical and empirical research perspectives from education, sociology, social psychology and cognitive neuroscience, Gosia pursues the goal of (re)conceptualizing teacher professional learning as a process which integrates