Department of Education

Sophie Booton

Research Officer

Sophie Booton is a research officer working on the LiFT project.

The Learning for Families through Technology (LiFT) project is a collaboration between Ferrero international and three research groups in the Department of Education: Applied Linguistics, Learning and New Technologies, and Families, Effective Learning, and Literacy. The project aims to examine key questions about children’s learning with technology, with a focus on language and literacy skills.

Within the project, Sophie is investigating vocabulary development in children with and without English as an Additional Language. Sophie’s research interests lie in children’s cognitive and emotional development, particularly in in how areas of development interact to affect children’s learning and well-being.

Before joining the Department of Education, Sophie studied for her PhD in Psychology at the University of Sheffield. Her doctoral research in collaboration with Dr Daniel Carroll focused on the impact of emotional states on children’s self-control. Prior to her PhD, Sophie gained a MEd on the Mind, Brain and Education programme at Harvard Graduate School of Education, and a BA in Experimental Psychology from the University of Oxford.

Publications:

  • Conference papers

    • BOOTON, S, MURPHY, V (2019) Predictors of polyseme vocabulary in children with and without English as an additional language. (Stoke-On-Trent, UK)

    • BOOTON, S, MURPHY, V (2019) Going to school or a school of fish: do children with EAL struggle with homonyms and does this matter?. (London, UK)

    • BOOTON, S, MURPHY, V (2019) A new measure of children’s polyseme vocabulary: relations to language and literacy skills. (Stoke-On-Trent, UK)

    • BOOTON, S, MURPHY, V (2019) Children’s knowledge of multiple word meanings: Devising a receptive test of polyseme vocabulary. (Aachen, Germany)

    • TURNBULL, S, Byrne, A, Carroll, D (2017) Effects of mood on delay of gratification in primary school children. (Austin, TX)

    • TURNBULL, S, Byrne, A, Carroll, D (2017) Do you feel like waiting? The impact of children’s mood on delaying gratification. (Brighton)

    • TURNBULL, S, Carroll, D (2016) “Think happy thoughts!”: Positive mood and delaying gratification in children. (Belfast)

    • TURNBULL, S, Hoicka, E, Carroll, D (2016) How does mood affect task-switching in 7- to 8-year-olds?. (Budapest)

  • Journal articles

    • BOOTON, S, HODGKISS, A, MATHERS, S, MURPHY, V (2021) “Measuring knowledge of multiple word meanings in children with English as a first and an additional language, and the relationship to reading comprehension”, Journal of Child Language. 1-33.
      DOI: http://doi.org/10.1017/S0305000921000052

    • BOOTON, S, HODGKISS, A, MURPHY, V “The impact of mobile application features on children's language and literacy learning: a systematic review”, Computer Assisted Language Learning: an international journal.
      DOI: http://doi.org/10.1080/09588221.2021.1930057

    • BOOTON, S, WONNACOTT, E, HODGKISS, A, MATHERS, S, MURPHY, V “Children's knowledge of multiple word meanings: Which factors count and for whom?”, Applied Linguistics.
      DOI: http://doi.org/10.1093/applin/amab028

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