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UOA 44 - Psychology

University of York

RA5a: Research environment and esteem

RA 5a. Research environment

1. Research strategy. The research strategy for Psychology at the University of York is to invest in outstanding researchers and an outstanding research environment that can support both fundamental and applied research of international quality. Our research is loosely organised into five groups across which there is a high degree of overlap and collaboration. The groups are Perception and attention, Adult cognitive processes, Cognitive development, Comparative psychology, and Applications of psychology. Within each of these groups there is a vibrant research community comprising teams of researchers at all levels of seniority supported by state-of-the-art research facilities and with a regular programme of lab meetings. An in-built flexibility allows individuals to cross conventional disciplinary boundaries in order to contribute to different programmes of research. The research strategy has the following key elements:

Recruitment of excellent researchers. The Department is mid-way through an ambitious expansion programme. Half of the Category A researchers submitted here have been appointed in this RAE period. We have given a high priority to the appointment of relatively junior staff whose expertise increases the diversity of skills and maximizes synergies. This has led to the development or major expansion of computational modelling, behavioural genetics, and human neuroscience.
Investment in research infrastructure. Ensuring that the research facilities are of the quality necessary to support research at the highest level is a crucial element of our research strategy. In this RAE period we have benefited from substantial investment in research infrastructure by the University and external agencies, including the York Neuroimaging Centre and the Henry Wellcome Building for cognition, psycholinguistics and cognitive development.
Fostering a training environment. The Department of Psychology is organised to provide a dynamic training environment in which young researchers develop research skills at the cutting edge in their fields, supported by teams that encompass the full range of experience from professors to students, excellent research facilities, and a comprehensive programme of lab meetings and seminars.
Developing human neuroscience. The York Neuroimaging Centre provides the opportunity to develop a neuroscience strand within each of our groups. We are making good progress in the areas of perception, attention, adult cognition, development, social behaviour and forensic psychology. This strategy has been supported by new appointments, and the availability of substantial support for members of the Department to train in neuroimaging and to collect the initial data that will form the basis for future research programmes.
Emphasis on real world applications of research. Much of our fundamental research has the potential for real-world application. Researchers are encouraged to explore the productive interplay between basic research and application. Our work on public understanding and policy has made significant impact in the areas of literacy, memory, audition, and forensic psychology.

The research strategy is overseen by a Departmental Research Committee responsible for monitoring research activity across the Department, advising the Head of Department on where further investment would be effective, allocating research priming funds, and developing bids for University and external research funding. A Summer Bursaries scheme has been established to fund undergraduate students to work during the summer vacation with a member of academic staff. A term-time Undergraduate Research Experience Scheme has also been created, under which students assist with research in the Department on a voluntary basis. These have proved highly popular. They enhance student understanding of research and help bridge the research-teaching divide.

The Department implements University policy that members of academic staff should spend at least 40% of their time on research, and that newly appointed members of staff in their first academic posts should not teach in their first year.

All members of academic staff in the Department of Psychology who are on standard research-and-teaching contracts are returned in this submission.

 

2. Significant changes to the research environment. The RAE period has witnessed the creation of major research facilities and new interdisciplinary research centres at York.

1. The Henry Wellcome Building. In 2004, the Wellcome Trust made a grant of £1.4M for an extension to the existing Psychology building to accommodate research facilities for cognition, psycholinguistics and cognitive development. The University contributed a further £465k. The Henry Wellcome Building also provides offices and facilities for Dyslexia Action, and for our Centre for Reading and Language.

2. The York Neuroimaging Centre was made possible by a £4M SRIF investment combined with a grant of £1.2M from the Wolfson Foundation, with further support from the BBSRC, 4D Neuroimaging and the White Rose Initiative (involving the Universities of York, Leeds and Sheffield). Facilities include a 3T magnetic resonance imaging (MRI) scanner, 248-channel magnetoencephalography (MEG) scanner, 96-channel high density electroencephalography (EEG) equipment, and facilities for transcranial magnetic stimulation (TMS). Green is Director of the Centre, which has 8 support staff, together with a radiographer and receptionist funded through a commercial arrangement. Two science liaison officers are employed to ensure that new ideas for research are translated into tractable projects, and to provide researchers with the support they need to convert ideas into publishable research. A training programme for researchers at all levels new to neuroimaging is funded from the Wellcome Trust’s Investing in People initiative.

3. The Centre for Criminal Justice Economics and Psychology was founded in 2001 with a grant of £700k from the Home Office. McDougall moved to York from the position of Head of Psychology for the Prison and Probation Service to establish the Centre, of which she is Co-Director. The Centre’s mission is to combine psychological and economic methods in an evidence-based approach to understanding the effectiveness of penal policy and programmes aimed at crime prevention.

4. The Centre for Usable Home Technology is a joint venture between the University of York and the Joseph Rowntree Foundation which provided start-up funding of £121k. Founded in 2004, the Centre brings psychologists led by Monk together with computer scientists and electronic engineers in research focused on assisted home living for the elderly and disabled. A 3-bedroom bungalow on the University site has been furnished as a ‘living laboratory’. It is supported by a range of partners including Age Concern, Hewlett-Packard Laboratories, and Microsoft Research UK.

5. The Centre for Working Memory and Learning is a newly-formed centre combining researchers at York (Baddeley, Gathercole, Hartley, Hitch) together with researchers from Durham. The Centre provides a focus for research and theoretical advancement, develops assessments of memory and educational interventions, and make accessible information for teachers, parents and the lay public through its web site and other activities.

6. The Institute for Effective Education is another new development designed to support multidisciplinary activity that prioritises the translation of research into policy and practice in Education. It was created in 2007 on the basis of a successful interdisciplinary bid to The Bowland Charitable Trust for £11M, and another successful bid to the Wolfson Foundation for memory and learning laboratories within the Institute (£500k). Hulme and Snowling have been closely involved in this development.

 

3. Research structure. The Department contains 5 overlapping research groupings. Researchers whose work spans more than one area may be listed twice. Numbers in {curly brackets} after names refer to publications in RA2. The number of PhD students listed as being associated with each area is the number whose standard period of registration has overlapped with this RAE period.

3.1. Perception and attention (Andrews, Bailey, Green, Morland, Quinlan, Summerfield, Thompson, Young, Zentner. 29 PhD students). Research on both auditory and visual perception is an important part of the Department’s portfolio. Within auditory perception, Bailey{1,4} has analysed the contributions of spatial attention and spectral profile discrimination in auditory perception, including a demonstration that overall spatial position rather than interaural time difference cues is the substrate for auditory spatial attention. Green{1,2,4} has elucidated the nonlinear mechanisms in the auditory pathway mediating phase and amplitude modulation, and has used fMRI to map the neural network for auditory motion perception{3}. Summerfield’s research on deafness, lip reading and cochlear implants has established a link between activation of the left superior temporal gyrus and skill in lipreading{3}, and has permitted the most rigorous assessment of the prevalence of hearing impairment in childhood{2}. Summerfield has demonstrated that children whose only experience of hearing is through a cochlear implant may nonetheless develop normal attunement to coarticulation in speech{4}. He has also developed a widely-used methodology for specifying criteria for candidacy for unilateral cochlear implantation in postlingually deafened adults{1}.

In the domain of visual perception, Andrews has used multistable stimuli to probe the link between visual awareness and neural activity in the brain{1} and shown how perceptual meaning can influence the mechanisms underlying binocular fusion and rivalry{2}. Thompson has analysed the mechanisms of speed perception in the visual system{1,2} and perceptual basis of visual illusions{2}. Morland has shown how the visual system adapts to albinism{1,3}, inherited photoreceptor abnormalities{3}, and cortical damage{4}. The neural and neuropsychological differentiation of the perception of facial identity and expression have been analysed by Andrews{1,3,4} and Young{4}. Young has also continued his investigation amygdala functions{4} and the neural basis of expression and emotion processing{1,3}. Zentner{4} has studied colour-emotion associations in children. Quinlan{1-4} has analysed visual, auditory and cross-modal attentional processes, producing a major theoretical review of feature integration theory{3}.

Grant funders of research in perception and attention include BBSRC, Deafness Research UK, EPSRC, ESRC, MRC and the Wellcome Trust.

3.2. Adult cognitive processes (Altmann, Baddeley, Cornelissen, Ellis, Gaskell, Gathercole, Gennari, Göbel, Hartley, Hitch, Hulme, Jefferies. 23 PhD students). The study of adult cognitive processes at York includes work on language, working memory and long-term memory, spatial processing and number representation.

Gaskell{1} has continued an important series of empirical studies analysing the extent to which subphonemic information affects speech perception. These have informed the development of a computational model of spoken word recognition{2}. Gennari{3} has analysed semantic complexity effects in sentence processing. Altmann{2,3,4} and Gennari{2,4} are at the forefront of the study of how language maps onto visual and conceptual processes, a topic they have explored through the analysis of eye movements.

Ellis{2,3} has analysed the nature of hemispheric differences in visual word recognition and explored the contribution of the two cerebral hemispheres to processing of centrally-fixated words. Cornelissen{1-4} has pioneered the use of magnetoencephalography to investigate functional interactions between vision, language and attention during visual word recognition.

The Department has an exceptionally strong Working Memory group. Fundamental studies of working memory have examined the effects of factors such as length and frequency, repetition, feature binding, the role of working memory in learning, and the nature of the interaction between short- and long-term memory (Gathercole{1,4}, Hitch{1,3}, Hulme{1,2,4}, Jefferies{1,2,3}). Baddeley{1-4} has extended the working memory framework to areas such as action control, dementia and depression.

A number of investigations have converged on issues to do with how words are learned. Gaskell{3,4} has used lexical competition effects to study the acquisition and sleep-related consolidation of new spoken words, while Gathercole{1,2} has examined the relationship between nonword repetition ability and word learning. Altmann{2} has used neural network methodology to show how learning changes with experience, while Ellis{1,4} has analysed the effects of order of acquisition on representations, including studies of translation and functional imaging.

Jefferies has employed neuropsychology and TMS to examine the neural basis of semantic memory{2} and the semantic memory impairments in stroke aphasia and semantic dementia{4}. Hartley{1-4}has conducted cognitive and neuroimaging studies of human spatial memory with particular reference to the hippocampus and anterior prefrontal regions. Göbel{1-4}has investigated the mental representation of number, focusing on the contributions of the angular gyrus and parietal regions using fMRI and rTMS methodologies.

Grant funders of research on adult cognitive processes include BBSRC, EC, ESRC, EPSRC, MRC, Nuffield Foundation, Royal Society, and the Wellcome Trust.

3.3. Comparative psychology (Hall, Kirkpatrick, Phillips, Slocombe, Staddon. 10 PhD students). The comparative psychology laboratory was refurbished in 2006 at a cost of £40k to the University. Hall’s research on the fundamental mechanisms of learning has focussed on the extent to which associative mechanisms can provide an explanation for perceptual learning effects, both in nonhuman animals{2-4} and in people{1}. Kirkpatrick{2-4} has explored the role of timing in processes such as classical conditioning, impulsive choice, and reward anticipation. Staddon{1-4} has produced quantitative models of timing behaviour and applied them to a wide range of phenomena including sequence learning, habituation and concurrent choice. Slocombe’s{1-4} research is concerned with the behaviour of wild chimpanzees and includes important observations on infanticide as well as studies of vocal communication and referential signalling. Phillips{1-4} has analysed the neural systems underpinning learning and addiction with particular focus on the amygdala and immunohistochemical analyses of mesotelencephalic dopamine activity.

Grant funders of research in comparative psychology include BBSRC, MRC and the Wellcome Trust.

3.4. Cognitive development (Bailey, Clarke, Hayiou-Thomas, Gathercole, Hitch, Hulme, Quinlan, Snowling, Zentner. 22 PhD students). Snowling has continued her influential work on normal and atypical cognitive and linguistic development, including autism, dyslexia, ADHD, and specific language impairment. Hulme and Snowling{2,4} have conducted a series of studies examining the effectiveness of interventions aimed at improving literacy in normal and poor readers. Snowling{1} has explored the relationship between dyslexia and specific language impairment. She has collaborated with Bailey{2,3} on auditory processing deficits in dyslexia, and with Clarke{1,3} on rapid automatised naming and the cognitive profiles of children with reading comprehension difficulties. Clarke{2,4} and Hulme have also investigated the relationship between poor reading comprehension and specific language impairment in children with autism-spectrum disorder. Hulme{3} has also explored the relationship between orthographic and phonological awareness and knowledge.

Hayiou-Thomas is part of the UK Twin Early Development Study (TEDS) investigating genetic and environmental influences on language and reading development and related scholastic attainments. She has used twin studies to analyse genetic influences on the development of language skills and specific versus non-specific language impairments{1,2,3}. Related work by Snowling{3} has examined the genetic basis of dyslexia through the analysis of family risk. Hayiou-Thomas{4} has further examined cognitive accounts of specific language impairment simulating aspects of SLI in normal individuals using cognitive stressors.

The developmental research of Gathercole and Hitch is concerned with working memory. Their research investigates the roles played by working memory in normal and disordered learning, and incorporates translational research within the field of education (Gathercole{3,4}, Hitch{2,4}). Fundamental theoretical issues concerning knowledge acquisition have been addressed in connectionist simulations by Quinlan{1} while Zentner{1} has studied infants’ reactions to expectancy violation.

Grant funders of research on cognitive development include the British Academy, ESRC, Equitable and Charitable Trust, Health Foundation, North Yorkshire County Council, Nuffield Foundation, and the Wellcome Trust.

3.5. Applications of psychology (Bull, McDougall, Monk, Venables, Zentner. 25 PhD students). The remit of the Centre for Criminal Justice Economics and Psychology from the Home Office to review the effectiveness of interventions is reflected in McDougall’s{1-4} publications. The Centre is currently conducting a Home Office-funded national randomised control trial of offending behaviour programmes in prisons. Monk researches technology-mediated communication{1-3} and socially dependable design of computer-based systems for supporting independent life in the elderly and disabled{4}. Bull has developed a distinctive theoretical analysis of interpersonal communication using the techniques of microanalysis{2}. His particular domain of interest is political communication, focusing on issues such as how experienced politicians manipulate applause and answer or evade interviewers’ questions{1,3,4}. Zentner{2.3} has applied concepts from social psychology and personality theory to compatibility in relationships and the notion of an ideal self. Venables{1-4} has continued his investigations of antisocial behaviour and schizotypal personality focused on the longitudinal Mauritius Child Health Project. Recent work has concentrated on the roles of educational and health enrichment to mitigate the effects of malnutrition.

Grant funders of applied research include Daewoo Electronics, Department of Health, EPSRC, ESRC, Home Office, Joseph Rowntree Foundation, NCR Financial Solutions, National Probation Service, and Samsung Electronics.

 

4. Research infrastructure / Evidence of an active and vital research environment. The Department has exceptional laboratory facilities for research in all its areas, including the facilities of the Centre for Usable Home Technology and the York Neuroimaging Centre. Research is supported by an Experimental Officer, an IT manager, 5 technicians and 2 administrative staff, plus the 8 support staff of the York Neuroimaging Centre.

Research students have full access to all the facilities of the Department and its associated Centres. All full-time PhD students have desks in shared offices and are provided with a new, networked PC on arrival. Five laptop computers can be booked for research outside the Department. Every full-time PhD student is given an allocation of at least £200 per annum for travel to conferences, other labs, etc. The Department also meets the direct research costs of PhD students, including payment to research participants, travel for data collection, and preparation of conference posters. The York Neuroimaging Centre funds 20 scanning hours a year for every PhD student whose research is conducted within the Centre, and 20 hours for undergraduate and MSc projects which have access to the full range of neuroimaging facilities.

The progress of PhD students is monitored by individually-constituted Research Committees consisting of the supervisor plus two other members of staff, meeting three times a year for the purposes of guidance and also decisions about upgrades from MPhil to PhD. All PhD students are required to give an annual talk in the Department's Internal Seminar series. In addition to its MRes, the Department’s MSc programmes in Reading, Language and Cognition, Applied Forensic Psychology, and Cognitive Neuroscience are all research-based. They feed students through into our PhD programme, and projects conducted as coursework requirements regularly lead to publications.

Each week during term there are two Departmental seminars: one series given by external speakers, the other involving internal talks by faculty, postdocs, and PhD students. The Department’s research groups also organise their own lab meetings and journal clubs, usually on a weekly or fortnightly basis. There are also weekly sessions at the York Neuroimaging Centre at which researchers present work in progress and ideas for new research projects, and research support staff discuss methodological developments. The Centre for Criminal Justice Economics and Psychology holds fortnightly seminars. Many researchers regularly attend several of these informal sessions. Ad hoc seminars by our many national and international visitors are a regular occurrence. The University Library subscribes to over 10,000 full text electronic journals, and provides outstanding personalised support to academic staff, PhD students and postdocs.

The quality of the research training received by our early-stage researchers is evidenced by many of them moving to significant research positions at other institutions. Since 2001, York PhD students and postdocs have moved to research positions at the Universities of Bristol, Ghent, Lancaster, Madrid, Manchester, Nottingham, Royal Holloway, Stockholm, UCL, the Cognition and Brain Sciences Unit (Cambridge), the Royal Free Hospital, St George's Hospital Medical School, Brown University (USA), Microsoft Research Cambridge, and the Nokia Research Centre, Helsinki. Over the same period, York PhD students and postdocs have been appointed to academic (lectureship) positions at the Universities of Aberdeen, Dundee, Essex, Hull, Leeds, Liverpool, Liverpool John Moores, Nottingham, Nottingham Trent, Sheffield, Sheffield-Hallam, Sussex, Swansea, Warwick and York St. John; also Ming-Chuan University (Taiwan), Massey University (New Zealand), and the Korean National University of Arts.

York students won the joint EPS/BAAS undergraduate project prize in 2002, 2006 and 2007.

 

5. Interdisciplinary collaborations. Many staff are involved in interdisciplinary research. Current projects in the York Neuroimaging Centre involve collaborations with researchers from chemistry, health sciences, computer science, electronics, and the Hull-York Medical School. A range of medical disciplines are involved in the research of Baddeley, Ellis, Hartley, Hayiou-Thomas, Jefferies, Morland, Snowling, Summerfield and Young on adult and developmental neurological and neuropsychological conditions. Interdisciplinary research involving psychology and chemistry is closely linked to a new NMR Centre created with £2.7M of SRIF2 funds and has led to the recent submission of a patent application for novel MRI contrast agents. The Centre for Usable Home Technology combines staff from psychology, computer science and electronics, while psychology and economics work closely together in the Centre for Criminal Justice Economics and Psychology, with strong links to the University’s Health Sciences Trials Unit and Centre for Reviews and Dissemination. The Institute for Effective Education brings together psychologists with researchers from Education and Social Policy. Psychology and Linguistics form part of a new €2.7M EC Marie Curie Research Training Network.

 

6. Impact of research on policy and practice. Our research has had a substantial impact on the fields of education, health, forensics, and other areas of public life during this RAE period. The reading intervention methods developed within the Centre for Reading and Language are the subject of National Literacy Strategy Guidance on ‘Targeting support: choosing and implementing interventions for children with significant literacy difficulties’ and the document ‘Boosting Reading in Primary Schools’ produced by the Basic Skills Agency (2005). Evidence was presented at a Parliamentary Seminar of ‘Dyslexia and dyscalculia’ (2004), the House of Commons Education and Skills Committee and the Rose Review. More than 100 schools in North Yorkshire currently use methods for reading intervention developed at York. The Centre for Working Memory and Learning has developed memory assessment tools for use in educational settings and an educational intervention designed to alleviate the learning difficulties associated with poor memory, and provides information and guidance designed to support teachers and parents of children with working memory impairments via the web and other dissemination activities.

Summerfield chaired the quinquennial review of cochlear-implantation services for the NHS in Scotland, where the committed budget was of the order of £12M. In 2002 Summerfield wrote a report for the Medicines and Healthcare Products Regulatory Agency of the Department of Health on the incidence of meningitis following cochlear implantation and on steps to prevent it. Snowling wrote the professional guidance notes for the new Primary National Strategy (Literacy) and is consultant to the DfES Inclusion Development Programme. McDougall gave a presentation on the effectiveness of sentencing to the Home Office Ministerial Corrections Board in November 2004, attended by the then Home Office Minister (Hilary Benn), the Lord Chancellor (Lord Falconer), two Home Office Permanent Private Secretaries, and a representative of the Cabinet Office. McDougall is also a consultant to Durham Probation Service. The Centre for Usable Home Technology (Monk) has been visited by a number of policy makers including the Lords Select Committee on Scientific Aspects of Aging. Hitch is a member of the Expert Advisory Group for the DTI/Foresight project on 'Mental capital and wellbeing'. Gathercole is a member of the MRC Neurosciences Board and a former member of the Animal Sciences Board of the BBSRC. Young and Green have both served on the Neuroscience Board of the Wellcome Trust.

Snowling was President of the Psychology section of the British Association for the Advancement of Science for 2003. Ellis will be President in 2008. The Department hosts an annual two-week summer school for members of the National Association for Gifted and Talented Youth. The York Neuroimaging Centre hosts regular visits by school parties. It also provides training for secondary science teachers through the National Science Learning Centre, which is based at the University of York. Several researchers including Baddeley, Bull, Cornelissen, Ellis, Gathercole, Hulme, Slocombe, Snowling and Summerfield have contributed to radio and tv programmes related to their areas of expertise.

 

7. Esteem indicators. During the RAE period, Hitch, Snowling and Gathercole have each been awarded the BPS President's Award for distinguished contributions to psychological understanding. Baddeley and Young are on the ISI/Web of Science list of the world’s most highly cited psychologists and psychiatrists. The journals Cognition, Learning & Behavior, Memory, Behavioral Processes, Perception, Language and Cognitive Processes, Philosophy & Behavior, and Scientific Studies of Reading have been edited by members of the Department during the period.

PROFESSORS:

Altmann. 1). Editor-in-Chief: Cognition. 2). Member of the Language and Communication review panel for the National Institutes of Health (NIH), Washington DC. 3). Hon. Sec. of the Experimental Psychology Society. 4). Member of the Editorial Boards: Journal of Memory and Language; Language and Cognitive Processes.

Baddeley [Cat. C]. 1). APA Distinguished Scientific Contribution Award 2001. 2). European Confederation of Psychologists' Associations, Aristotle Prize, 2001. 3). Honorary doctorate, University of Edinburgh, 2005. 4). On ISI / Web of Science list of the most highly cited psychologists and psychiatrist.

Ellis. 1). President’s Invited (‘Birch’) Lecturer, 32nd Annual Meeting of the International Neuropsychology Society, Baltimore, 2004. 2). External member on reviews at Universities of Edinburgh, Manchester, Nottingham, Oxford, and Royal Holloway London. 3). President of the British Neuropsychological Society, 2000-2002. 4). Co-ordinator: €3M EU Marie Curie Research Training Network on Language and Brain involving 10 European centres, 2004-2008.

Gathercole. 1). Psychology representative on BBSRC Animal Sciences Committee, 2000-2003. 2). BPS President’s Award, 2007. 3). British Academy / BPS Annual lecturer, 2003. 4). MRC Neurosciences Board member from 2007.

Green. 1). Wellcome Trust, Neuroscience and Mental Health Panel, 1999-2003 (Vice-Chair 2001-2). 2). Advisor, EPSRC Foresight Cognitive Systems Project, 2004. 3). Plenary lecture: 10th Anniversary, Functional Imaging Laboratory, London, 2005. 4). Plenary lecture: GE International Conference on Hyperpolarisation, Malmo, 2006.

Hall. 1). Editor: Learning and Behavior. 2) Member of the Editorial Board: Journal of Experimental Psychology: Animal Behavior Processes. 3). Plenary lecture to Eastern Psychological Association, Baltimore, 2003. 4). Invited lecture, Heinrich-Heine University, Duesseldorf, 2005.

Hitch. 1). BPS President’s Award, 2002. 2). Invited speaker, DTI/OST Foresight Cognitive Systems Project, Oxford; Life Sciences Workshop, Royal Society, London. 3). Keynote speaker: European Workshop on Imagery and Cognition, St Andrews, 2005. 4). Invited speaker: Tenth International Conference on Cognitive and Neural Systems, Boston, 2006.

Hulme. 1). Editor: Scientific Studies of Reading. 2). Associate Editor: Psychological Science. 3). Member of the Editorial Board: Journal of Experimental Child Psychology. 4). Keynote speaker: First international conference of SPELD, Adelaide, 2001.

McDougall [0.5]. 1). Invited lecture, University of Nuremburg, 2004. 2). Member of the HM Prison Service Close Supervision Centres Advisory Group. 3). Listed as one of the UK’s ‘top 10 forensic psychologists’ (Independent on Sunday, 2003). 4). Plenary speaker, BPS Annual Forensic Psychology Conference, 2007.

Monk. 1). Elected to ACM CHI Academy, 2005. 2). Papers Co-chair, CHI 2004. 3). Elected Fellow of the British Computer Society, 2001. 4). Associate (executive) editor: ACM Transactions on Computer-Human Interaction and Human-Computer Interaction.

Morland. 1). Invited lecture, Stanford University, 2007. 2) Invited lecture to the European Neuro-Ophthalmology Society, Istanbul, 2007. 3) Grant reviewer: Wellcome Trust, MRC, BBSRC, EPSRC, Leverhulme, SHERT. 4). Honorary Fellowship at the Institute of Ophthalmology, London.

Snowling. 1). BPS President’s Award, 2003. 2) Honorary doctorate, University of London, 2007. 3). International Dyslexia Association’s Samuel Torrey Orton Award, 2005. 4) President: Society for the Scientific Study of Reading, 2007.

Staddon [Cat. C]. 1). Editor: Behavioral Processes. 2). Festschrift to Honor John Staddon, Duke University, 2003, published by MIT Press as Reflections on Adaptive Behavior, 2006. 3). Docteur, Honoris Causa, Université Charles de Gaulle, Lille, France, 2004. 4). Trustee: Cambridge Center for Behavioral Studies, Cambridge, Mass.

Summerfield. 1). American Auditory Society’s award for outstanding research in audiology and the hearing sciences 2002 and 2004. 2). Chief Research Advisor, Deafness Research UK, from 2007. 3). Plenary Keynote Address: 8th International Conference on Cochlear Implantation, University of Indiana, 2004. 4). Prentice Bloedel Visiting Research Lecturer, Department of Otolaryngology, University of Washington, Seattle, 2005.

Venables [Cat. C]. 1). Conference on Schizophrenia and schizotypal personality in Venables’s honour, Tuscany, 2001 (50 years after the start of his research career). 2). Conference on Crime and schizophrenia at La Bretesche, France, to honour Venables and Sarnoff Mednick, 2004.

Young. 1). Fellow of the British Academy. 2). Honorary Fellow, British Psychological Society. 3). President, Experimental Psychology Society, 2004-2005. 4). On ISI / Web of Science list of the most highly cited psychologists and psychiatrists.

 

READERS AND SENIOR LECTURERS:

Andrews. 1). Invited speaker, British Neuroscience Association symposium in honour of Professor Colin Blakemore, Royal Society of Medicine, 2004. 2). Invited symposium organiser, Autumn School in Cognitive Neuroscience, University of Oxford, 2005. 3). Invited lectures at MPI Tübingen, Oxford, UCL, UCLA, Newcastle, NYU, Nottingham, Sheffield. 4). Journal reviewing includes: Cerebral Cortex, Current Biology, Journal of Neurophysiology, Journal of Neuroscience, Journal of Vision, Neuroimage, Neuron, Neuropsychologia, Proceedings of the Royal Society, PNAS, Vision Research.

Bailey. 1). Invited talk at workshop on ‘Links between Auditory Processing and Language Development’, University College London, 2005. 2). Grant reviewer for Medical Research Council, Wellcome Trust, BBSRC, Royal National Institute for the Deaf. 3). Journal reviewing includes: Journal of Experimental Psychology: Human Perception and Performance, Journal of the Acoustical Society of America, Journal of Experimental Child Psychology, Journal of Speech, Language and Hearing Research, Quarterly Journal of Experimental Psychology. 4). Rapporteur for ESRC grant evaluations.

Bull [0.5]. 1). Chair: Social Psychology Section of the BPS, 1999-2002. 2). Member of the Editorial Board: Social Psychology Review. 3). Member of the Editorial Board: Human Communication Research. 4). Invited speaker at a debate organized by the British Council in conjunction with the Norwegian general election, Oslo, 2005.

Cornelissen. 1) Invited lecture at the Dyslexia Foundation’s 10th Extraordinary Brain symposium, Brazil, 2007. 2) Invited lecture, Risen BSI and Kobe-Oxford Seminars, Second Joint International Symposium: Reading and dyslexia in different languages, Kobe, 2007. 3). Invited lecture, Autumn School in Cognitive Science, University of Oxford, 2004. 4). Chair of the review committee for the NOW Dutch Longitudinal Dyslexia Study, 2002.

Gaskell. 1). Managing Editor: Language and Cognitive Processes. 2). Member of the Research Grants Awards Panel, EC Framework 6, New and Emerging Science and Technology (NEST). 3). Invited keynote speaker: Architectures and Mechanisms of Language Processing, Nijmegen, 2006. 4). Invited speaker: Hopkins Workshop on Language, Johns Hopkins University, Baltimore, 2005.

Jefferies. 1). 2004 Prize for Outstanding Doctoral Research Contributions awarded by the BPS. 2). Featured in ‘Rising Stars’ column in The Psychologist, 2005. 3) Prize lecture at the BPS Annual Conference, Cardiff, 2006. 4) Most downloaded article in Journal of Memory and Language, Autumn 2005.

Kirkpatrick. 1). Member of the Editorial Board: Journal of Experimental Psychology: Animal Behavior Processes. 2). Member of the Editorial Board: Learning & Behavior. 3). Member, Biobehavioral Regulation, Learning and Ethology panel, National Institutes of Health, USA. 4). Elected Fellow, American Psychological Association, Division 3.

Phillips. 1). Member of the Editorial Board: Physiology and Behavior. 2). Member of the Editorial Board: Behavioral Brain Research. 3). Grant reviewer: MRC, BBSRC, The Wellcome Trust, National Health & Medical Research Council (Australia), National Science Foundation, USA, Ministry for University and Scientific Research, Italy. 4). Advisor to the International Association for the Promotion of Co-operation with Scientists from the New Independent States of the Former Soviet Union.

Quinlan. 1). Invited keynote address: ‘Bio-inspired computational models of learning and memory’ Stockholm, 2002. 2). Invited presentation: Eleventh Cognitive Science Association for Interdisciplinary Learning, Oregon, 2005. 3). External Grant Assessor for the Dutch Technology Foundation STW, 2004. 4). Representative of the Cognitive Section on the BPS Scientific Affairs Board.

Thompson. 1). Editor: Perception. 2). Invited paper to the IS and SPIE 17th Annual symposium, San Jose, 2005. 3). Journal reviewing includes: Vision Research, Journal of the Optical Society of America, Journal of Vision, Proceedings of the Royal Society B, Neuron, Brain. 4). Grant reviewer: Wellcome Trust, Natural Sciences and Engineering Research Council of Canada, ESRC, Leverhulme Trust.

Zentner. 1). Swiss National Science Foundation Career Development Award, 2000-2008. 2). Visiting scholar, University of California, Berkeley, 2003. 3). Invited lecture, University of California, Berkeley, 2007. 4). Member of the Editorial Boards: European Journal of Developmental Science, Musicae Scientifiae, Swiss Journal of Psychology.

 

LECTURERS AND INDEPENDENT POSTDOCTORAL RESEARCHERS:

Clarke [postdoc]. 1). KM Stott Prize for best PhD thesis, University of York, 2005. 2). Invited talk, ESRC seminar on ‘Relating psychological theories to educational strategies in Autism Spectrum Disorders’, Edinburgh, 2007. 3). Invited talk, EPS symposium on Experimental Psychology and Developmental Disorders, Montreal, 2005. 4). Journal reviewing includes: Cognition, Scientific Studies of Reading, International Journal of Language and Communication Disorders.

Gennari. 1). Grant reviewer: Israeli Academy of Science, National Science Foundation (USA), ESRC. 2). Journal reviewing includes: Cognition, Journal of Experimental Psychology: Learning, Memory and Cognition, Cerebral Cortex, Psychological Science, Journal of Memory and Language, Language and Cognitive Processes, Cognitive Science, Memory & Cognition, Journal of Child Language. 3). Abstract reviewer: Annual CUNY Conference on Human Sentence Processing, Annual conference on Architectures and Mechanisms for Language Processing. 4). Invited talk, Comahue National University, Argentina, 2006.

Göbel. 1). Junior Research Fellowship in Psychology, Jesus College, Oxford, 2002-2005. 2) External PhD examiner for the Faculteit Psychologie en Pedagogische Wetenschappen, University of Gent, 2006. 3) Member of Scientific Advisory Board, Human Brain Mapping 13th Annual Meeting, 2007. 4) Invited speaker, Workshop on ‘Numbers, space and action’, Aachen, 2007.

Hartley. 1). Invited lecturer, European Diploma in Cognitive and Brain Science, Hanse Institute for Advanced Study, Delmenhorst, Germany, 2006. 2) Invited speaker, International Workshop on Spatial Cognition, Bonn, 2006. 3). Poster presentation selected for press book at Neuroscience 2005, Washington DC. 4). Journal reviewing includes: Brain, Cerebral Cortex, Cognition, Cortex, Epilepsia, Learning & Memory, Memory.

Hayiou-Thomas. 1). Editor’s Award, American Speech-Language-Hearing Association, 2004. 2). Journal reviewing includes: Quarterly Journal of Experimental Psychology, Cognition, Cortex, Cognitive Development, Journal of Speech, Language and Hearing Research, Developmental Psychology, Journal of Child Psychology and Psychiatry. 3). Invited speaker: Symposium on Experimental Psychology and Developmental Disorders, Joint Meeting of the EPS and Canadian EPS, Montreal, 2006. 4). Invited speaker: Symposium on Genetics and Communication Disorders, National Convention of the American Speech, Language and Hearing Association, Boston, 2007.

Slocombe. 1). BPS Award for Outstanding Doctoral Research Contributions to Psychology, 2006. 2). Selected organiser and exhibitor on The primate roots of human language at Royal Society Summer Exhibition, London, 2007. 3). Invited talk, Chimpanzee vocal communication, The Mind of the Chimpanzee Conference, Chicago, 2007 (reported in Science News Focus 06/04/07). 4). Invited talk to Vocalisations, communication, imitation and deixis in infant and adult human and non-human primates (VOCOID) conference, Grenoble, 2007.

 

8. Staffing policy. Our policy is to appoint staff in our areas of strength who have already shown evidence of research of an internationally competitive quality. Researchers appointed to permanent academic posts in Psychology at York all have PhDs, and typically have completed a post-doctoral appointment and published in high-ranking journals prior to appointment. Newly appointed members of academic staff are assigned experienced mentors for their first three years, during which time they also have annual interviews with the Head of Department. All members of academic staff also undertake an annual Performance Review with an experienced colleague.

The Department is committed to developing its PhD students and postdoctoral fellows. Roberts money is used to fund in-house career training managed by two early career researchers; also attendance at workshops and training courses. A training session in 2007 on publishing and reviewing journal articles was addressed by 7 professors from the Department, including the editors of Cognition, Scientific Studies of Reading, and Perception. All postdocs receive an annual Performance Review, and are eligible to apply to the Departmental Research Priming Fund and to supervise summer bursary students. The success of our staffing policy for postdoctoral researchers is reflected in the quality and range of the positions to which they have moved after their spell at York (see section 4 above).

The University is a charter member of the Athena Swan initiative aimed at tackling equal opportunities, and the Department has just received a Silver Award for its policy. Hayiou-Thomas is a member of the University’s Working Party on this initiative.

 

9. Impact of staff departures. Cox retired in 2005. She marked her retirement with the publication of The pictorial world of the child (Cambridge University Press, 2005). Hatcher also retired in 2005, publishing in J. of Child Psychology and Psychiatry (2006) the last of a series of important studies of the effectiveness of reading interventions. Hammond left in 2005 to become a Senior Advisor in the Research and Evaluation Directorate of the Higher Education Academy. Former York undergraduate, PhD student, post-doc and lecturer Nation was appointed to a lectureship at the University of Oxford in 2002. Banse returned to his native Germany in 2007 to a chair at the University of Bonn. Monaghan, recipient of the BPS Spearman Medal for 2005, moved in 2007 to a chair at Lancaster University. Blundell and Carroll were fixed-term lecturers who moved to permanent positions at the Universities of Leeds and Warwick respectively. All retirements and departures of permanent staff have been offset by strong new appointments.

 

10. Main objectives and activities over the next 5 years. We are at a mid-point in a Departmental Plan agreed with the University that foresees a 50% expansion for the Department over the next 5 years.

An important objective for the next period is to ensure that we achieve the full potential of the York Neuroimaging Centre, extending the human neuroscience approach to all of our research areas. Enhanced links with the Hull-York Medical School will provide additional opportunities for collaborations with medical researchers.

Developing further our opportunities for translating fundamental research into practical applications is another major goal. This drive is inspired in part by the successes of Hulme and Snowling in helping to establish Institute for Effective Education. It will occupy a purpose-built facility on the University campus and will be to undertake primary research into educational methods and interventions, and translate research into effective action. Estelle Morris, former Secretary of State for Education and Skills, will chair the Institute’s Strategy Board. We also have ambitious plans to capitalise on our strengths by developing a new research field centred on applying the cognitive psychology and neuroscience of learning and memory to education. The projected expansion will also enable us to strengthen areas such as social interaction, forensic psychology and animal neuroscience.

Our 2001 RAE submission made no mention of expansion into neuroimaging or effective education. At that point we could not have foreseen the funding opportunities that have made those developments possible. Research-led universities must be flexible and fast moving if they are to be successful. Such flexibility is facilitated by a flat administrative structure in which Heads of Department have direct access to the Vice-Chancellor who, with the help of Pro-Vice Chancellors and Academic Co-ordinators, is able to orchestrate rapid responses to new research opportunities.