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Prof Andrew Tolmie
UCL Institute of Education, University College London
20 Bedford Way
  • Chair of Psychology and Human Development
  • IOE - Psychology & Human Development
  • UCL Institute of Education

I am a developmental psychologist with longstanding interests in the development of children’s conceptual representations and behavioural skills, and the relationships between these. My research focuses primarily on the growth of children’s explicit knowledge, particularly in the pre-school and primary age range, on the role of dialogue with parents, tutors, teachers and peers in promoting this development, and on quantitative modelling of the impact of a range of influences on representational and behavioural change. Most of my work has addressed educationally-relevant topics and settings, with a substantial emphasis on primary school science, but also on the acquisition of road-crossing skills among children, and on the growth of conversational skills. I am currently Deputy Director of the IOE/UCL/Birkbeck Centre for Educational Neuroscience, I am Lead Editor for the British Psychological Society's Editorial Advisdory Group, and was Editor of the British Journal of Educational Psychology from 2007 until the end of 2012.

Languages spoken/written
  • French (intermediate)

Research Summary
My research areas
  • Psychology - Science learning, Conceptual development, Skill development, Road crossing behaviour, Educational neuroscience, Quantitative modelling
  • Communication - Conversational pragmatics
  • Thinking and reasoning - Scientific thinking, Critical thinking
  • Pedagogy - Teacher communication, Collaborative learning
Teaching Summary

  • Hannah Broadbent: The use of egocentric and allocentric spatial representations for large-scale spatial navigation in typical development and Williams syndrome
  • Jasmine Cockcroft: Individual predictors of science attainment
  • Zayba Ghazali: The sequence of acquisition of simple and complex concepts in the domain of naive biology between age 4 and 11
  • Geraldine Rowe: Factors affecting school improvements in behaviour and wellbeing
  • Gideon Sappor: Cultural influences in the development of self-regulated learning skills
  • Carla Saragoni: Assessment for learning as a process for enhancing teaching and learning outcomes in Mathematics in Primary Schools in Chile
  • Germaine Symons: Understanding causal systems in children

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