Alex Hodgkiss is a research officer working on the LiFT project, which is a collaboration with Ferrero international.
Within this project, Alex’s research focuses on the development and evaluation of a digital tool to support parent-child conversation in the home, with the overall aim of supporting pre-school children’s language development.
Before joining the Department of Education, Alex completed his PhD in Psychology and Education at University College London. His previous research focused on the role of children’s spatial thinking skills in the development of conceptual understanding in science.
- Cognitive development in educational contexts.
- Cognitive training and interventions.
- Early language development: the role of parental input and parent-child conversation.
- Spatial tools: gesture, spatial language, diagrams/models.
- Children’s conceptual understanding and development.
Gilligan-Lee, K. A., Hodgkiss, A., Thomas, M. S., Patel, P. K., & Farran, E. K. (2020). Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learning and Instruction, 73, 101417.
Gilligan, K. A., Hodgkiss, A., Thomas, M.S.C., & Farran, E.K. (2019). The developmental relations between spatial cognition and mathematics achievement in primary school children. Developmental Science
Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years. British Journal of Educational Psychology, 88(4), 675-697.
Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C. & Farran, E. K. (2018). The use of discrimination scaling tasks: A novel perspective on the development of spatial scaling in children. Cognitive Development, 47, 133-145.