Items where Author is "Underwood, J"

BINDER, J., BUGLASS, S., BETTS, L. and UNDERWOOD, J., 2015. Toward the unknown region: social media data as sociometric markers. In: British Psychological Society, Developmental Section and Social Section Annual Conference, Manchester, 9-11 September 2015.

KENNEDY, M., BETTS, L., DUNN, T., SONUGA-BARKE, E. and UNDERWOOD, J., 2015. Applying Pleck's model of paternal involvement to the study of preschool attachment quality: a proof of concept study. Early Child Development and Care, 185 (4), pp. 601-613. ISSN 0300-4430

BUGLASS, S.L., BINDER, J., BETTS, L. and UNDERWOOD, J., 2015. Do our online social network characteristics make us vulnerable? In: Alternative Futures Conference 2015, Nottingham, January 2015.

BUGLASS, S.L., BINDER, J.F., BETTS, L.R. and UNDERWOOD, J., 2015. When 'friends' collide: the impact of social heterogeneity on online vulnerability. In: BPS (British Psychological Society) Developmental Section & Social Section Annual Conference, The Palace Hotel, Manchester, 9-11 September 2015.

BUGLASS, S.L., BINDER, J., BETTS, L. and UNDERWOOD, J., 2014. Ever present risk? Online vulnerability in ego-centric networks. In: BPS Social Section Annual Conference 2014, Canterbury, September 2014.

BUGLASS, S.L., BINDER, J., BETTS, L. and UNDERWOOD, J., 2014. Online vulnerability in ego-centric networks. In: EMU Research Conference 2014, Leicester, September 2014.

KENNEDY, M., BETTS, L. and UNDERWOOD, J., 2012. An investigation of psycho-social differences between children with differing levels of paternal involvement. In: British Psychological Society Developmental Psychology Section Annual Conference 2012, University of Strathclyde, Glasgow, 5-7 September 2012.

DILLON, G. and UNDERWOOD, J., 2012. Computer mediated imaginative storytelling in children with autism. International Journal of Human Computer Studies, 70 (2), pp. 169-178.

BANYARD, P. and UNDERWOOD, J., 2012. E-learning: the dark side? eLearning Papers (28). ISSN 1887-1542

DILLON, G. and UNDERWOOD, J., 2012. Parental perspectives of students with Autism Spectrum Disorders transitioning from primary to secondary school in the United Kingdom. Focus on Autism and Other Developmental Disabilities, 27 (2), pp. 111-121. ISSN 1088-3576

COYNE, E., FARRINGTON-FLINT, L., UNDERWOOD, J. and STILLER, J., 2012. Sensitivity to rime unit frequency and children's early word-reading strategies. Journal of Research in Reading, 35 (4), pp. 393-410.

UNDERWOOD, J., DILLON, G. and FARNSWORTH, B., 2012. The categorisation of roads by drivers and non-drivers. In: A.G. GALE, ed., Vision in vehicles X. Loughborough: Applied Vision Research Centre, Loughborough University, pp. 223-231.

KENNEDY, M., BETTS, L. and UNDERWOOD, J., 2011. Do dads make a difference: a reassessment of their role in attachment theory? In: British Psychological Society Developmental Section Annual Conference, Northumbria University, Newcastle upon Tyne, 13 September 2011.

UNDERWOOD, J., BARTOLOMÉ, A. and LEFRERE, P., 2011. Big issues: the example of learning platforms. In: R. CARNEIRO, P. LEFRERE, K. STEFFENS and J. UNDERWOOD, eds., Self-regulated learning in technology enhanced learning environments: a European perspective. Springer, pp. 141-149.

UNDERWOOD, J. and DILLON, G., 2011. Chasing dreams and recognising realities: teachers' responses to ICT. Technology, Pedagogy and Education, 20 (3), pp. 343-356.

UNDERWOOD, J. and OKUBAYASHI, T., 2011. Comparing the characteristics of text-speak used by English and Japanese students. International Journal of Cyber Behavior, Psychology and Learning (IJCBPL), 1 (2), pp. 45-57.

UNDERWOOD, J. and BANYARD, P., 2011. Self-regulated learning in technology enhanced learning environments in Europe: facilitators and barriers to future development. In: R. CARNEIRO, P. LEFRERE, K. STEFFENS and J. UNDERWOOD, eds., Self-regulated learning in technology enhanced learning environments: a European perspective. Springer, pp. 150-166.

CARNEIRO, R., LEFRERE, P., STEFFENS, K. and UNDERWOOD, J., 2011. Self-regulated learning in technology enhanced learning environments: a European perspective. Rotterdam: Sense. ISBN 9789460916526

BARTOLOMÉ, A., BERGAMIN, P., PERSICO, D., STEFFENS, K. and UNDERWOOD, J., 2011. Self-regulated learning in technology enhanced learning environments: problems and promises. Aachen: Springer.

BANYARD, P., UNDERWOOD, J., KERLIN, L. and STILLER, J., 2011. Virtual Learning Environments: personalising learning or managing learners? In: M. THOMAS, ed., Digital education: opportunities for social collaboration. Basingstoke: Palgrave Macmillan, pp. 123-141. ISBN 9780230111585

UNDERWOOD, J. and TOMISSON, C., 2010. Generational differences in response to youth offenders: myth or reality? Ricerche di Psicologia (3), pp. 459-469.

CROOK, C., HARRISON, C., FARRINGTON-FLINT, L., TOMAS, C. and UNDERWOOD, J., 2010. Impact 2009: how educational technology influence the experience of learning. Final report. Coventry: BECTA.

UNDERWOOD, J., 2010. Risk and the digital world. Better: Evidence-based Education, 3 (2), pp. 18-19.

UNDERWOOD, J., BANYARD, P., BAGULEY, T., DILLON, G., FARRINGTON-FLINT, L., HAYES, M., GEYT, L., MURPHY, J. and SELWOOD, I., 2010. Understanding the impact of technology: learner and school level factors. Final report. Coventry: BECTA.

LALLY, R., JONES, G., UNDERWOOD, J. and BARRETT, D., 2009. Ambiguity aversion in children and adolescents: using the classic Ellsberg paradigm to determine the source of decisions under uncertainty. In: British Psychological Society: Developmental Section, Nottingham, 2009.

UNDERWOOD, J., 2009. Conspicuity and congruity in change detection. Lecture Notes in Computer Science, 5395, pp. 85-97.

BANYARD, P. and UNDERWOOD, J., 2009. Personalising learning through technology: the gaps between expectation and delivery. In: CAL09 (Computer Assisted Learning), Learning in Digital Worlds, Brighton, 23-25 March 2009.

UNDERWOOD, J., BANYARD, P., BETTS, L., FARRINGTON-FLINT, L., KERLIN, L., STILLER, J. and YEOMANS, S., 2009. An exploration of the ways technology can support approaches to narrowing the gap for underachieving and low-achieving learners in secondary schools. Final report. Coventry: BECTA.

UNDERWOOD, J., 2009. The impact of digital technology: a review of the evidence of the impact of digital technologies on formal education. Coventry: Becta.

DILLON, G., DUNN, A., LAMB, S. and UNDERWOOD, J., 2009. An investigation into the imaginative story telling abilities of children with high functioning autism. In: The BPS Developmental Psychology Section Conference, Nottingham, September 2009.

UNDERWOOD, J., 2008. Learners, technology and the brain. Lecture Notes in Computer Science, 5298, pp. 1-18.

UNDERWOOD, J. and BANYARD, P., 2008. Managers', teachers' and learners' perceptions of personalised learning: evidence from Impact 2007. Technology, Pedagogy & Education, 17 (3), pp. 223-246. ISSN 1475-939X

UNDERWOOD, J., BANYARD, P., BAGULEY, T., DILLON, G., FARRINGTON-FLINT, L., HAYES, M., HICK, P., GEYT, L., MURPHY, J., SELWOOD, I. and WRIGHT, M., 2008. Personalising of learning. Final report. Coventry: British Educational Communication and Technology Agency.

UNDERWOOD, G., MENNIE, N., HUMPHREY, K. and UNDERWOOD, J., 2008. Remembering pictures of real-world images using eye fixation sequences in imagery and in recognition. Lecture Notes in Computer Science, 5329, pp. 51-64.

TWINER, A., BANYARD, P. and UNDERWOOD, J., 2008. Transition between educational sectors and discontinuities of ICT resource and pedagogy. Computers in the Schools, 24 (34), pp. 139-152. ISSN 0738-0569

BANYARD, P. and UNDERWOOD, J., 2008. Understanding the learning space. eLearning Papers (9). ISSN 1887-1542

UNDERWOOD, J., BAGULEY, T.S., BANYARD, P., FARRINGTON-FLINT, L. and SELWOOD, I., 2007. Impact 2007: personalising learning with technology. Final report. Coventry: British Educational Communication and Technology Agency.

UNDERWOOD, J. and PEARLMAN, D., 2007. Supporting the development of communication skills in autistic children. QWERTY.

UNDERWOOD, J., BANYARD, P. and TWINER, A., 2006. Do enhanced communications technologies inhibit or facilitate self-regulated learning? European Journal of Education, 41, pp. 473-490.

BEISHUIZEN, J., VAN BOXEL, P., BANYARD, P., TWINER, A., VERMEIJ, H. and UNDERWOOD, J., 2006. The Introduction of portfolios in higher education: a comparative study in the UK and the Netherlands. European Journal of Education, 41 (34), pp. 491-508. ISSN 1465-3435

TWINING, P., EVANS, D., COOK, D., SELWOOD, I., JONES, A., UNDERWOOD, J., DILLON, G., SCANLON, E., KULSKA-HUME, A., MCANDREW, P. and SHEEHY, K., 2006. Should there be a future for tablet PCs in schools? Journal of Interactive Media in Education, 20, pp. 1-18.

BEISHUZUIZEN, J., VAN BOXEL, P., BANYARD, P., AULT, A. and UNDERWOOD, J., 2006. The introduction of personal development portfolios in higher education: a comparative study in the UK and the Netherlands. European Journal of Education, 41, pp. 491-508.

UNDERWOOD, J. and DILLON, G., 2005. Capturing complexity through maturity modelling. In: B. SOMEKH and C. LEWIN, eds., Research methods in the social sciences. London: Sage, pp. 260-264. ISBN 076194401X

CALCATERRA, A., ANTONIETTI, A. and UNDERWOOD, J., 2005. Cognitive style, hypermedia navigation and learning. Computers & Education, 44 (4), pp. 441-457. ISSN 0360-1315

DILLON, G. and UNDERWOOD, J., 2005. Parental concerns and operational realities for children on the autistic spectrum transferring from primary to secondary mainstream education. In: The BPS Psychology of Education Section, Durham, 4-6 November 2005, Durham.

TWINING, P., EVANS, D., COOK, D., RALSTON, J., SELWOOD, I., JONES, A., UNDERWOOD, J., DILLON, G., SCANLON, E., HEPPELL, S., KUKULSKA-HULME, A., MCANDREW, P. and SHEEHY, K., 2005. Tablet PCs in schools: case study report. Coventry: Becta.

UNDERWOOD, G., FOULSHAM, T., VAN LOON, E. and UNDERWOOD, J., 2005. Visual attention, visual saliency and eye movements during the inspection of natural scenes. In: J. MIRA and J.R. ALVAREZ, eds., Artificial intelligence and knowledge engineering applications: a bioinspired approach, Vol. 2. Berlin: Springer Verlag, pp. 459-469.

FARNSWORTH, B., UNDERWOOD, J. and DILLON, G., 2005. The development of children's perception of a risk. In: XXVIII International Congress of Psychology, Beijing, China, August 2004.

UNDERWOOD, J., BANYARD, P., BIRD, K., DILLON, G., HAYES, M., SELWOOD, I., SOMEKH, B., TWINER, A. and TWINING, P., 2005. The impact of Broadband in schools. Becta.

UNDERWOOD, J., AULT, A., DILLON, G. and FARNSWORTH, B., 2005. A thematic analysis of children and young adults' perceptions of roadway risk. In: G. UNDERWOOD, ed., Traffic and transport psychology. Oxford: Elsevier, pp. 37-48.

DILLON, G., UNDERWOOD, J., AULT, A., BANYARD, P., DURBIN, C., GOLLAND, D., HAYES, M., SELWOOD, I., SOMEKH, B., TWINING, P. and WOODROW, D., 2004. Connecting with Broadband: evidence from the field. Coventry: Becta.

AULT, A., UNDERWOOD, J., DILLON, G., BANYARD, P., DURBIN, G., GOLLAND, D., HAYES, M., SELWOOD, I., SOMEKH, B., WOODROW, D. and TWINING, P., 2004. Connecting with Broadband: evidence from the field. In: Becta Expert Seminar, 18 February 2004.

DILLON, G., UNDERWOOD, G. and UNDERWOOD, J., 2004. Developing problem solving skills through video game playing. In: ECER, Crete, Greece, 20 September 2004.

DILLON, G., UNDERWOOD, J., SOMEKH, B., CONVERY, A., LEWIN, C., MAVERS, D. and SAXON, D., 2004. Evaluation of the DfES ICT Test Bed Project: First Annual Report to the Department for Education and Skills. Coventry: Becta.

DILLON, G., UNDERWOOD, G. and UNDERWOOD, J., 2004. How does group structure and task type affect performance when using computer software designed to promote communication? In: UNSPECIFIED.

CALCATERRA, A., ANTONIETTI, A. and UNDERWOOD, J., 2004. Stylistic differences in surfing a history hypermedia. Computers and Education, 44 (4), pp. 441-458. ISSN 0360-1315

TWINING, P., EVANS, D., COOK, D., RALSTON, J., SELWOOD, I., JONES, A. and UNDERWOOD, J., 2004. Tablet PCs in schools: case study report. Coventry: Becta.

UNDERWOOD, J., DILLON, G. and FARNSWORTH, B., 2004. The categorisation of roads by drivers and non-drivers. In: A.G. GALE, ed., Vision in vehicles. Derby: Vision in Vehicles Press.

UNDERWOOD, J. and SZABO, A., 2003. Academic offences and e-learning: individual propensities in cheating. British Journal of Educational Technology, 34 (4), pp. 467-477. ISSN 0007-1013

DILLON, G., UNDERWOOD, J. and OKUBAYASHI, T., 2003. Communicating by text messages: a return to flexible spelling? In: ECER, Hamburg, Germany, 17 September 2003.

UNDERWOOD, J., DILLON, G. and OKUBAYASHI, T., 2003. How technology shapes orthography: are conventional spellings on the way out (again)? In: CAL2003, Queens University, Belfast, 8 April 2003.

AINSWORTH, S., MAJOR, N., UNDERWOOD, J. and GRIMSHAW, S., 2003. REDEEM: simple intelligent tutoring systems from usable tools. In: S. MURRAY, S. BLESSING and S. AINSWORTH, eds., Authoring tools for advanced technology learning environments. Dordrecht; London: Kluwer Academic Publishers, pp. 1-26. ISBN 1402017723

UNDERWOOD, J., 2003. Student attitudes towards socially acceptable and unacceptable group working practices. British Journal of Psychology, 94 (3), pp. 319-338. ISSN 0007-1269

UNDERWOOD, G., CHAPMAN, P., BROCKLEHURST, N., UNDERWOOD, J. and CRUNDALL, D., 2003. Visual attention while driving: sequences of eye fixations made by experienced and novice drivers. Ergonomics, 46 (6), pp. 629-646. ISSN 0014-0139

DILLON, G., UNDERWOOD, J. and LAMB, S., 2002. Communication, theory of mind and computer mediated interaction: a case for bubble dialogue in improving the communicative abilities of high functioning autistic children. In: Graduate School Winter Conference, Nottingham Trent University, Nottingham, 16 December 2002.

UNDERWOOD, J., 2002. Computer support for literacy development. In: M. MONTEITH, ed., Teaching primary literacy with ICT. Milton Keynes: Open University, pp. 111-126. ISBN 335212468

ANTONIETTI, A., RASI, C. and UNDERWOOD, J., 2002. I videogiochi: una palestra per il pensiero stratgico? Do video games enhancestrategic thinking? Ricerche di Psicologia, 25, pp. 125-144. ISSN 0391-6081

UNDERWOOD, J., 2001. Intelligent or merely literature? Trends in Cognitive Sciences, 5 (2), pp. 89-90. ISSN 1364-6613

DILLON, G., UNDERWOOD, J. and LAMB, S., 2001. Structured conversations with 'Bubble dialogue'. In: Postgraduate Seminar Series, Cumberland Lodge, Egham, 2001.

DILLON, G., UNDERWOOD, J. and LAMB, S., 2001. Structured story writing with bubble dialogue. In: BPS Annual Developmental and Educational Sections Conference, University of Worcester, September 2001.

ALLEN, T., COX, S., EATOUGH, V. and UNDERWOOD, J., 2001. Why do women remain childless? An examination of the decision to remain childless and attitudes towards pregnancy and childbirth. Journal of Reproductive and Infant Psychology, 19, p. 259. ISSN 0264-6838

ANTOINIETTI, A., RASI, C. and UNDERWOOD, J., 2000. Sviluppo di strategie cognitive e metacognitive nell'esperienza con i videogiochi. In: Professione e ricerca in psicologia dell'educazione e della formazione. Napoli: SIPEF, pp. 36-37.

AINSWORTH, S., UNDERWOOD, J. and GRIMSHAW, S., 2000. Using an ITS authoring tool to explore educators' use of instructional strategies. In: G. GAUTHIER, C. FRASSON and K. VANLEHN, eds., Intelligent tutoring systems: proceedings of the 5th International Conference ITS 2000. UNSPECIFIED, pp. 182-191.

AINSWORTH, S., UNDERWOOD, J. and GRIMSHAW, S., 1999. Formatively evaluating REDEEM - an authoring environment for intelligent tutoring systems. In: S. LAJOIE and M. VIVET, eds., Artificial intelligence in education - open learning environments. Amsterdam, pp. 93-100.

ALSHAWI, M., UNDERWOOD, J. and PASQUIRE, C.L., 1999. The application of information technology in the management of construction. RICS. ISBN 0854069313