James Stiller

Perspective-taking and memory capacity predict social network size

Human social networks typically consist of a hierarchically organized series of grouping levels. There is, however, considerable variation between individuals in the sizes of any given network layer. We test between two possible factors (memory capacity and theory of mind) that might limit the size of two different levels within human social networks (support cliques and sympathy groups). We show that the size of an individuals support clique (the number of individuals in the innermost circle of friends) is better explained by individual differences in social cognition (mentalising skills). However, the size of the sympathy group (the most frequent social partners) is better explained by individuals performance on memory tasks.

The small world of Shakespeare's plays

Drama, at least according to the Aristotelian view, is effective inasmuch as it successfully mirrors real aspects of human behavior. This leads to the hypothesis that successful dramas will portray fictional social networks that have the same properties as those typical of human beings across ages and cultures. We outline a methodology for investigating this hypothesis and use it to examine ten of Shakespeare’s plays. The cliques and groups portrayed in the plays correspond closely to those which have been observed in spontaneous human interaction, including in hunter-gatherer societies, and the networks of the plays exhibit “small world” properties of the type which have been observed in many human-made and natural systems.

Variability in children’s early reading strategies

The present study examines the development of sight word reading in young children by examining changes in their self‐reported reading strategies over time. A sample of 65 five to seven year olds were asked to read 40 real word items, all carefully matched for letter length and word frequency, on three separate occasions. Changes in the children’s word identifications were measured using immediately retrospective verbal self‐reports. Overall, the results showed some variability in the children’s self‐reported reading strategies. Over time the children relied less on phonological strategies and moved towards reliance on directly retrieving words from memory. This change was most evident in the older children; while both year groups showed similar patterns of shifting reliance from explicit phonological strategies to retrieval, this shift was simply less frequent among the younger children. An analysis of word‐specific changes in reading strategies showed that the older children had a better sight vocabulary for more complex word items. These findings provide further support for Ehri’s mediated phase theory in explaining children’s development in learning to read.

Monitoring variability and change in children’s spelling strategies

This study examined the role of variability and change in children’s strategy performance within the context of spelling. The spelling ability of 34 eight‐ to nine‐year‐olds was examined using an experimental spelling task comprising 45 items, which varied with regard to rime unit frequency. The spelling task incorporated a series of consistent, unique, and exception word items. Children were tested on the same spelling task on three separate occasions over a period of three months. Performance was examined using immediately retrospective verbal self‐reports after the presentation of every word. The findings showed that children spelt words strategically and were adaptive in their strategy selection, showing a general change from using less efficient backup strategies to using more efficient direct retrieval methods over time. Finally, while those less skilled in spelling showed a greater reliance on less efficient backup strategies, the skilled spellers mainly retrieved the correct spellings from memory. However, accuracy only improved across time intervals for each skill group when spelling unique word items. Overall, the findings illustrate the benefits of using a detailed microgenetic approach to assess the progress children make in learning to spell.

Examining the components of children's peer liking as antecedents of school adjustment

Childrens social interactions with their peers influence their psychosocial adjustment; consequently, the relationship between class-wide peer liking, same-gender peer liking, and school adjustment was explored in two age groups. Peer liking was analysed using the social relations model (SRM). In Study 1, 205 children (103 female and 102 male, M(age) = 7.15, SD= 7 months) completed measures of peer liking and school adjustment, and teachers completed the Short-Form Teacher Rating Scale of School Adjustment (Short-Form TRSSA). In Study 2, 197 children (98 female and 90 male, M(age) = 9.87, SD= 5.9 months) completed measures of peer liking and school adjustment. Both studies yielded evidence of reciprocal liking and individual differences in the ratings of liking awarded to, and elicited from, both peer groups. Multigroup path analysis, with groups created according to gender, revealed that elements of liking predicted different aspects of school adjustment with some variation according to age and gender. Together, these findings suggest that the SRM can be used to examine peer liking and underscore the importance of childrens peers for school adjustment.

Does Knowing lead to doing in the case of learning platforms

There have been significant advance in educational technology but they have not always brought about measurable shifts in user behavior. This study examined the relationship between teachers’ knowledge about a tool and their use of that tool. In many secondary schools use of a Learning Platforms (LPs) is no longer optional although the degree of engagement with the technology remains a matter of choice. However, individual decisions to use selected functionalities of these systems are not well captured in current models of technology acceptance. In a best-case scenario, self-reported possible and actual use of LPs was acquired for 50 teachers from eight technology-rich schools. Three key barriers to use were identified: the functionality of the software, workloads and personal interest. Based on teachers’ knowledge of LP functionality and perceived barriers to use, four distinct groups of teachers emerged. A low-user group identified all three barriers, showed little enthusiasm for use of this technology and had a markedly impoverished perception of the LP. There were three distinct higher use groups based on perceived barriers. While the functions used by these three groups showed less variation, with innovative functions such Blogs and Wikis remaining aspirational, there were differences in how such limitations were viewed. Whether the response was one of complacency and frustration has implications for professional development programmes.

Virtual Learning Environments: Personalizing Learning or Managing Learners?

Over the past 15 years, the Technology and LearningTeam at Nottingham Trent University has conducted a range of national research projects in schools and colleges across the UK. This first decade of the new century has seen significant changes in both the capacity and functionality of the digital technologies available to managers, teachers, and learners in schools. These technological developments have the potential to support innovative ways of learning and teaching as well as of managing educational information. Where these opportunities have been taken up, new ways of processing and owning information have occurred, leading to changes in the relationships between teachers and learners. This chapter looks at the key messages from this program of research and considers how to increase the benefits accruing from technology-enhanced learning environments and also explores their limitations for learners and teachers.