Department of Education

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Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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.

Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.

Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.

Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.

Research interests
  • Cognitive development in educational contexts.
  • Cognitive training and interventions.
  • Early language development: the role of parental input and parent-child conversation.
  • Spatial tools: gesture, spatial language, diagrams/models.
  • Children’s conceptual understanding and development.
Publications

Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction73, 101417.

Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science

Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development47, 133-145.

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 vocabular