Staff Profile

photograph

Dr Amanda Carr

Director of Psychology

School: School of Psychology, Politics and Sociology

Campus: Canterbury

Tel: 01227 923285

Profile summary

I am a developmental psychologist with an interest in children's social-cognitive development. In particular, I am interested in how children think and learn in the course of interaction with others.  I have been a Senior Lecturer at Canterbury Christ Church University since 2012, and became the Director of Psychology in 2016. I teach at all levels of our undergraduate and postgraduate programmes. 

Before joining the psychology team at Christ Church, I was a lecturer at the Unversity of Roehampton and before that a Research Fellow at the University of Sussex, where I studied for both my PhD and BSc (Hons) in Applied Psychology. My PhD was supervised by Dr Nicola Yuill and Professor Rose Luckin.

Research and knowledge exchange

I am a member of the Learning and Development research group in psychology where our work is focused on examining child and adolescent development in social contexts. My own research interests are focused around three main strands of work:

Home learning: I am particularly interested in how parents scaffold children's learning during everyday interaction and conversation. I have recently co-edited a special issue of the British Journal of Educational Psychology on Scaffolding: integrating social and cognitive perspectives on children's learning at home.

Another study underway within this strand of work is The Talk about Thoughts and Feelings Project, which is examining mothers' mental state talk and its relation to children's well-being and adjustment. This project is running in collaboration with Bechange, a local charity supporting families.

Achievement motivation: My PhD research examined the role of achievement goals, for example mastery and performance goals, in children's collaborative interaction.

Children's use of novel technology: Children, like adults, find novel technologies such as tablets and smartphones very appealing. I am interested in the effect of these technologies on 1) developmental processes such as attention and social understanding and 2) Learning and classroom interaction.

Teaching and subject expertise

I teach developmental and educational psychology at all levels of our undergraduate and postgraduate programmes. I lead a number of core and optional undergraduate modules in this area and supervise 3rd year dissertations in areas directly connected to research projects within the learning and development lab. 

I convene the following  modules:

Publications and research outputs

Carr, A.Slade, L.Yuill, N.Sullivan, S. and Ruffman, T. (in press) Minding the children: a longitudinal study of mental state talk, theory of mind and behavioural adjustment from age 3 to age 10. Social Development. 

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. 

Bonnett, Victoria M.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.

Carr, A., Luckin, R., Yuill, N & Avramides, K. (2013). How mastery and performance goals influence learners’ metacognitive help-seeking behaviours when using Ecolab II. In V. Aleven, & R. Azvedo (Eds), International Handbook of Metacognition and Learning Technologies. Berlin: Springer.

Carr, A., & Marzouq, S. (2012). The 2 x 2 achievement goal framework in primary school: Do young children pursue mastery avoidance goals? The Psychology of Education Review, 36(2), 3-8.

Marzouq. S., Carr, A & Slade, L., (2012). A ‘personal opposites’ approach to understanding achievement goal questionnaires. The Psychology of Education Review, 36(2), 17-25.

Carr, A., & Pike, A. (2012). Maternal Scaffolding Behavior: Links With Parenting Style and Maternal Education. Developmental Psychology, 48(2), 543-551.

Harris, A. Yuill, N & Luckin, R. (2008) The influence of context-specific and dispositional achievement goals on children's paired collaborative interaction. The British Journal of Educational Psychology, 78, 355-374.

Kerawalla, L., Pearce, D., Yuill, N., Luckin, R., & Harris, A. (2008) “I’m keeping those there, are you?” The role of a new  user interface paradigm – Separate Control of Shared Space (SCOSS) – in the collaborative decision-making process,  Computers and Education, 50, 193-206.

Share

Connect with us

Last edited: 05/12/2017 03:57:00