My research looks at how children understand meaning beyond vocabulary and grammar. I investigate how children make choices about how to refer to objects, for example, do they say the spotty dog, the dog, or he to introduce a character in a story? Why does this differ from what adults do? I’m also interested in how children understand other people’s referring expressions. Do they first look at all objects in a scene before describing a specific object? How do they work out how much detail to provide in their referring expressions? Do they refer to things in a certain way for specific people, and expect specific people to use certain expressions? I’m also interested in children’s inferencing ability and how this can be improved during shared bookreading.
I study language development in monolingual and bilingual children, and seek to understand how it interacts with their cognitive development. Some of the questions I seek to address include:
- From what age do children master the linguistic rules underlying the exchange of information? How does their cognitive development interact with their linguistic development in that respect?
- How does the amount of bilingual experience of a child affect their proficiency in the language of schooling?
- How do bilingual experience and socio-economic factors affect children’s cognitive development
I am a developmental psychologist interested in the factors that affect how children learn to read, these include spoken language skills, working memory, sleep and whether a child has a neurodevelopmental disorder, such as a specific language impairment, dyslexia, attention deficit hyperactivity disorder and narcolepsy. My current research includes the Paediatric Narcolepsy Project, a behavioural intervention for sleep problems in children with ADHD and a White Rose DTC ESRC Network (2015 – 2018) for understanding and enhancing reading and language skills in children for whom English is an additional language.
Dr Haifa Alatawi
I investigate how children understand numbers and quantifying words, such as ‘some’, ‘most’ and ‘all’ and the role of cognitive and numerical abilities in the acquisition of these terms. I hope that my findings will contribute to a better understanding of children’s comprehension of quantifier words, and the effect that speaking additional languages has on the development of children’s language and cognitive skills.
Catherine Porter, Anna Richardson, Charissa Lim (Undergraduate Research Assistants)
Catherine is a fourth year student in Linguistics and Phonetics. She has focused on language processing modules such as language acquisition, psycholinguistics and experimental pragmatics, and has a special interest in the acquisition of gesture. Anna is in the final year of her BA in Linguistics and Phonetics. Her main interests are in syntax, psycholinguistics and pragmatics. Charissa is a second year undergraduate studying for a BA in Childhood Studies. Her interests include cognitive development of young children, and the pedagogy and practices surrounding childhood education. The RA team will be working in the LCDU throughout 2016/17 on projects on adjective acquisition, and the relationship between child-directed speech and child speech.