Affiliation: University of Sussex
- Brief report: designing a playground for children with autistic spectrum disorders--effects on playful peer interactionsNicola Yuill
Department of Psychology, Centre for Research in Cognitive Science, University of Sussex, Brighton, BN1 9QH, UK
J Autism Dev Disord 37:1192-6. 2007..We discuss how playgrounds with appropriate levels of physical challenge and support for both structured, imaginative play and solitary observation may support peer interactions in children with ASD...
- Selective difficulty in recognising facial expressions of emotion in boys with ADHD. General performance impairments or specific problems in social cognition?Nicola Yuill
Psychology Centre for Cognitive Science, University of Sussex, Brighton, BN1 9QH, UK
Eur Child Adolesc Psychiatry 16:398-404. 2007..Boys with ADHD may show poorer task performance because of general cognitive factors, but also showed selective problems in matching facial emotions to situations...
- Children's differentiation between beliefs about matters of fact and matters of opinionRobin Banerjee
Department of Psychology, University of Sussex, Falmer, Brighton, United Kingdom
Dev Psychol 43:1084-96. 2007..However, only the oldest children explicitly recognized that opinions are subjective and cannot be "wrong." Implications of these results for models of children's reasoning about epistemic states are discussed...
- The influence of context-specific and dispositional achievement goals on children's paired collaborative interactionAmanda Harris
Department of Psychology, University of Sussex, Brighton, East Sussex, UK
Br J Educ Psychol 78:355-74. 2008..While key factors have been identified which influence the quality of these interactions, little research has addressed the influence of children's achievement goals on collaborative behaviour...
- Social benefits of a tangible user interface for children with Autistic Spectrum ConditionsWilliam Farr
University of Sussex, Brighton, UK
Autism 14:237-52. 2010..Finally, we observed differences in play sequences between TD and ASC children, and discuss how different play materials might produce specific patterns of play in these two groups...
- Patterns of language impairment and behaviour in boys excluded from schoolKate Ripley
East Sussex Educational Psychology Service, UK
Br J Educ Psychol 75:37-50. 2005..Expressive problems in particular may be a risk factor...