Dr Amanda Carr
| Name | Dr Amanda Carr |
|---|---|
| Job title | Academic Sessional |
| Research institute | School of Psychology and Life Sciences |
Research outputs
Parent-child interactions during joint engagement with touchscreen technology: A comparison of younger versus older toddlers
Carr, A. and Dempster, T. 2021. Parent-child interactions during joint engagement with touchscreen technology: A comparison of younger versus older toddlers. Infant Behavior & Development. 64, p. 101587. https://doi.org/10.1016/j.infbeh.2021.101587The development and validation of a teacher-reported low-level classroom disruption scale (LLCD-S)
Cogswell, S., Carr, A., Abbott, N. and Monks, C. P. 2020. The development and validation of a teacher-reported low-level classroom disruption scale (LLCD-S). Emotional and Behavioural Difficulties. 25 (3-4), pp. 230-243. https://doi.org/10.1080/13632752.2020.1816651Designing IoT resources to support outdoor play for children
Dylan, Thomas, Wood, Gavin, Durrant, Abigail C., Vines, John, Torres, Pablo E., Ulrich, Philip I. N., Cukurova, Mutlu, Carr, Amanda, Çerçi, Sena and Lawson, Shaun 2020. Designing IoT resources to support outdoor play for children. in: ACM. pp. 1-12Designing for digital playing out
Wood, G., Dylan, T., Durrant, A., Torres, P., Ulrich, P., Carr, A., Cukurova, M., Downey, D., McGrath, P., Balaam, M., Ferguson, A., Vines, J. and Lawson, S. 2019. Designing for digital playing out. in: Brewster, S. and Fitzpatrick, G. (ed.) CHI '19: Proceedings of the 2019 CHI Conference on Human Factors in Computing Systems New York ACM. pp. 1-15Minding the children: a longitudinal study of mental state talk, theory of mind and behavioural adjustment from age 3 to age 10.
Carr, A., Slade, L., Yuill, N., Sullivan, S. and Ruffman, T. 2018. Minding the children: a longitudinal study of mental state talk, theory of mind and behavioural adjustment from age 3 to age 10. Social Development. https://doi.org/10.1111/sode.12315Scaffolding: integrating social and cognitive perspectives on children’s learning at home
Yuill, N. and Carr, A. 2018. Scaffolding: integrating social and cognitive perspectives on children’s learning at home. British Journal of Educational Psychology. 88 (2), pp. 171-173. https://doi.org/10.1111/bjep.12227Parent support for very young children’s interaction with digital technology
Carr, A. 2017. Parent support for very young children’s interaction with digital technology.Mathematics, mastery and metacognition: how adding a creative approach can support children in maths
Bonnett, V., Yuill, N. and Carr, A. 2017. Mathematics, mastery and metacognition: how adding a creative approach can support children in maths. Educational and Child Psychology. 34 (1), pp. 83-93.Digital infants: the effect of touch screen technology on focused attention and executive function
Carr, A. 2016. Digital infants: the effect of touch screen technology on focused attention and executive function.Mechanisms of collaboration to support social interaction in ASC
Holttum, S., Yuill, N., Carr, A. and Kreitmayer, S. 2012. Mechanisms of collaboration to support social interaction in ASC.A ‘personal opposites’ approach to understanding achievement goal questionnaires
Marzouq, S. and Carr, A. 2012. A ‘personal opposites’ approach to understanding achievement goal questionnaires. Psychology of Education Review. 36 (2), pp. 17-25.The 2 x 2 achievement goal framework in primary school: Do young children pursue mastery avoidance goals?
Carr, A. and Marzouq, S. 2012. The 2 x 2 achievement goal framework in primary school: Do young children pursue mastery avoidance goals? Psychology of Education Review. 36 (2), pp. 3-8.How mastery and performance goals influence learners’ metacognitive help-seeking behaviours when using Ecolab II.
Carr, A., Luckin, R., Yuill, N. and Avramides, K. 2012. How mastery and performance goals influence learners’ metacognitive help-seeking behaviours when using Ecolab II. in: Aleven, V. and Azvedo, R. (ed.) International Handbook of Metacognition and Learning Technologies New York Springer.Maternal scaffolding behavior: links with parenting style and maternal education
Carr, A. and Pike, A. 2012. Maternal scaffolding behavior: links with parenting style and maternal education. Developmental Psychology. 48 (2), pp. 543-551. https://doi.org/10.1037/a0025888Towards systems that care: a conceptual framework based on motivation, metacognition and affect
du Boulay, B., Avramides, K., Luckin, R., Martínez-Mirón, E., Rebolledo Méndez, G. and Carr, A. 2010. Towards systems that care: a conceptual framework based on motivation, metacognition and affect. International Journal of Artificial Intelligence in Education. 20 (3), pp. 197-229. https://doi.org/10.3233/JAI-2010-00075141
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