Browsing by Person "Uytman, Clare"

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Augmented reality and visuospatial bootstrapping for second-language vocabulary recall
(Taylor & Francis, 2020-08-26) Larchen Costuchen, Alexia; Darling, Stephen; Uytman, Clare
This paper examines second-language vocabulary memorisation using two technology-driven flashcard-based vocabulary learning tools. The use of augmented reality (AR) under visuospatial bootstrapping (VSB), a novel approach developed from work on the cognitive psychology of working memory, was contrasted with an application, Quizlet. Both were implemented using mobile devices. Quizlet has been extensively used in foreign-language teaching and learning practice. The experimental AR-VSB technique offered superior vocabulary learning compared with the Quizlet method in delayed post-tests, although statistical data indicate a somewhat higher forgetting rate after a week in the AR-VSB method. Even so, the experimental technique still offers superior retention compared with the method used in the control group and could be used as an effective initial input method for acquiring vocabulary items in second-language learning. These results imply communication between cognitive systems involved in storing short-term memory for verbal and visual information alongside connections to and from knowledge held in long-term memory when the target information is shown in a familiar array, which are deployed during the AR task and which support enhanced vocabulary learning. The main novel finding in this research has been that the integration of immersive AR experiences into familiar physical space has been seen to improve vocabulary recall test performance among a sample of twenty-first-century university students attempting to learn a second language. The evidence gathered from the experiment can have future practical applications and might contribute to immersive educational technology and innovative material development in second-language instruction.
Body image and living with amputation
(British Psychological Society, 2009) Uytman, Clare
Body image, visual working memory and visual mental imagery
(PeerJ, 2015-02-17) Darling, Stephen; Uytman, Clare; Allen, Richard J.; Havelka, Jelena; Pearson, David G.
Body dissatisfaction (BD) is a highly prevalent feature amongst females in society, with the majority of individuals regarding themselves to be overweight compared to their personal ideal, and very few self-describing as underweight. To date, explanations of this dramatic pattern have centred on extrinsic social and media factors, or intrinsic factors connected to individuals' knowledge and belief structures regarding eating and body shape, with little research examining links between BD and basic cognitive mechanisms. This paper reports a correlational study in which visual and executive cognitive processes that could potentially impact on BD were assessed. Visual memory span and self-rated visual imagery were found to be predictive of BD, alongside a measure of inhibition derived from the Stroop task. In contrast, spatial memory and global precedence were not related to BD. Results are interpreted with reference to the influential multi-component model of working memory.
Children with physical or intellectual impairments and mental wellbeing
(Routledge, 2022-06-22) Jones, Sian; Uytman, Clare; Ali, Leanne; Dalnoki, Laura; Kaliff, Alicia; Lola-Luz, Daphne; Mackintosh, Morvern; McCune, Amanda; Muir, William; Uusitalo, Kiia; Mahmud, Arif; Satchell, Liam
With increasing inclusive practice in UK schooling, school staff and children are now more likely to encounter people with differing disabilities. There is growing literature on good practice to promote the wellbeing of children with dis/abilities in the classroom. Here, we review that literature. This chapter first reviews the different frameworks that are used to understand the meaning of dis/ability, and how children themselves conceive dis/ability. Then, we look at the evidence linking disability-based bullying, and responses to it, to wellbeing. We then look at research on what “wellbeing” means to children with dis/abilities and how they would like to see their wellbeing supported. Finally, we consider wider issues around classroom participation and the representation of children with dis/abilities. We consider the actions that may be taken with these in mind to bolster the wellbeing of children with dis/abilities.
Dataset for PeerJ article 'Body Image, Visual Working Memory and Visual Mental Imagery.'
(2014) Darling, Stephen; Uytman, Clare; Allen, Richard J.; Havelka, Jelena; Pearson, David G.
Dataset related to article: Darling, S., Uytman, C., Allen, R. J., Havelka, J., & Pearson, D. G. (2015) Body image, visual working memory and visual mental imagery. PeerJ, 3, [e775]. https://doi.org/10.7717/peerj.775
Developing the pregnancy support pack for people who have a learning disability
(Blackwell Publishing, 2012) Porter, Eleanor; Kidd, Gillian; Murray, Nicola; Uytman, Clare; Spink, Allison; Anderson, Bethany
The literature agrees that an increasing number of people who have a learning disability have children. This group of parents are expected to fit into existing health services and are disadvantaged when presented with complex information regarding pregnancy and birth. There is a dearth of information in relation to accessible information on antenatal care and consent to medical procedures for parents with learning disabilities, despite this being a recommendation by best practice guidelines on working with parents who have a learning disability (SCLD, 2009; Department of Health and the Department of Education and Skills (DoH DfES) 2007; Department of Health 2009). This project aims to redress this balance by developing accessible resources for a typical pregnancy. Thematic analysis is used to evaluate the accessibility and acceptability of the resources from a professional and service user perspective, and identified themes are discussed. Results suggest that adapted resources are helpful in supporting parents with learning disabilities to access essential information about their pregnancy and to make informed decisions about their care. They support the interaction between parents and maternity services, resulting in a more effective and efficient care process. Implications for further research and developments are discussed.
“It’s not OK to talk to anyone this way”: Responding to Disability-Based Hate Crime
(Pluto Journals, 2025-06-27) Jones, Sian; Uytman, Clare; Salminen, Laura; Dalnoki, Laura; Sartore, Valentina; Ali, Leanne; Monahan, Johnny; Bhuyan, Mohona; Csiffariova, Nikoleta; Kaliff, Alicia; Muir, William; Schintu, Daniela; UUsitalo, Kiia
Psychological research has highlighted national differences in responses to disability-based hate crime. However, there has been limited systematic exploration of the type of disability that is represented in hate crime scenarios, and of responses of disabled people . We surveyed N= 467 adults online, presenting them with disability-based hate crime scenarios. We systematically changed the disability of the hate crime target (deaf person or wheelchair user) across Hungary, Italy, Nordic countries, and the UK. We measured responses and intentions, direct contact with disabled people, identification as disabled, and reasons for their responses. Results showed cross-national differences, and higher helping intentions among disabled participants than non-disabled participants. Path analyses showed that anger and anxiety significantly mediated the association between direct contact with disabled people and helping intentions. Qualitative template analysis showed that intentions to help and avoid the incident from disabled and non-disabled people are motivated by a variety of reasons.
No strings attached: Using 2-D paper dolls and 3-D toy puppets to promote young children's positive responses towards immigrants
(The British Psychological Society, 2020-10-31) Jones, Sian; Dalnoki, Laura; Kaliff, Alicia; Muir, William; Uusitalo, Kiia; Uytman, Clare
Previous research indicates that imagining contact with someone who is an immigrant can reduce prejudice and promote positive friendship intentions. Much less is known about the optimal ways of effecting imagined contact. The reported research used an experimental design, where the status of a target-child toy puppet (immigrant versus refugee versus control) and the type of imagined contact (2-D or 3-D figures) was changed. Children aged 4-10 years, were tested for their responses towards immigrants and refugees, before and after a three-minute interactive play session with 2-D or 3-D toy puppet figures. Children were asked to show in the session how they would "have a really good time" with the target-child toy puppet. Measures of children's direct contact with immigrants were also taken. The results suggest that 3-D figures have a similar positive impact as 2-D figures on friendship intentions following imagined play. It was in the 2-D experimental conditions only that children’s friendship intentions were more positive with greater anxiety reduction.
Parents' responses to toys representing physical impairment
(Emerald, 2020-06-26) Jones, Sian; Ali, Leanne; Bhuyan, Mohona; Dalnoki, Laura; Kaliff, Alicia; Muir, William; Uusitalo, Kiia; Uytman, Clare
This study aimed to look at parents’ perceptions of a number of different toy prototypes that represented physical impairments, and predictors of these perceptions. A correlational survey design was used. Parents of children aged 4-10 years who identified their child as having a disability (n = 160) and not as having a disability (n = 166) took part. They rated a number of prototypes for likelihood that their child would enjoy playing with them, and completed measures of their responses towards children with disabilities, and of their own, and their child’s, direct contact with people with disabilities It was found that, among parents of children who did not declare that their child had a disability, the more open the parents were towards disability, the more contact the children had with other children with disabilities,– and the more likely they were to consider that their child would like to play with a toy prototype representing a physical impairment. This pattern of results was not found among parents who identified their child as having a disability, where instead positive friendship intentions of parents mediated this association. These findings have implications for theories informing the positive benefits of disability representation. These findings indicate different paths through which parents might be moved to purchase toys that represent physical impairments for their children. This is the first study of the responses of parents to toys that represent physical impairments known to the authors.
Practising What You Teach: Inclusive Approaches to Equality Diversity and Inclusion with Primary School Student Teachers 
(Brill, 2025) Jones, Sian; McGlynn, Louise; Taylor, Kieran; Minhas, Jasmeena; Uytman, Clare
Equality, diversity and inclusion are values deeply embedded in teacher education in Scotland.  For this reason, courses in teacher education provide an opportunity for students, and indeed their educators, to critically reflect upon the ways in which Education (re)produces and may break down social inequalities. Students at one Scottish university following a course to become primary school teachers engage with a module called 'Inclusive Practice: Difference and Diversity'. The module uses inclusive pedagogies to model and to explore equality, diversity and inclusion in the primary classroom, using the National Framework for Inclusion.  Feedback from students indicates that they leave the module with the confidence to take helpful action regarding the inequalities and injustices they may see later in their career. This paper is intended to provide a reflection on this teacher education module with a view to encouraging readers to consider the importance and value of embedded inclusive practice within initial teacher education.
Unlocking Imaginations: Lessons Learnt from Using Story Stem Completion with Young Children
(Routledge, 2024-11-21) Rennie, Catriona; Jones, Sian; Uytman, Clare
Although a substantial proportion of psychological research focuses on the topic of ableism in schools, there is an extremely limited use of qualitative methodology in this area, with no instances, thus far, employing the story stem completion method. Furthermore, there is a scarcity of academic literature discussing best practice in terms of research conducted (a) with children instead of adults, (b) within school settings, or (c) addressing ableism and disabilitybased prejudice. This paper seeks to fill this gap by sharing insights gained from our own research project. We collected qualitative data through story stem completion tasks to explore perceptions and discourse surrounding disability among N = 195 children aged 5 – 11 years in the UK. We explain and critically assess our research decisions, including the creation of story stems, remote and indirect engagement with pupils and school staff, and our data collection methods. In doing so, we highlight the array of choices available to researchers, emphasize the importance of further dialogue within the research community, and advocate for evidence-based best practices in this specific research area.
What (and who) works in widening participation? Supporting direct entrant student transitions to higher education
(Taylor & Francis, 2018-11-09) Breeze, Maddie; Johnson, Karl; Uytman, Clare; This work was supported by Queen Margaret University and their internal Widening Student Participation and Retention (WISeR) board.
This article considers support programmes for direct entrant (DE) student transitions as a widening participation strategy. We reflect upon one induction and support project with 27 students transitioning from further education into the second year of undergraduate social science degree programmes in a Scottish university. We use focus group data to discuss what works (barriers to successful transitions, project successes and limitations) and primarily who works; how responsibility for supporting DE student transitions is distributed and which students benefit. Original findings confirm existing evidence that becoming an ‘independent learner’ is a challenge for DE students. However, analysis problematizes and significantly expands existing understandings of relationships with staff and peer support, and contributes new insight into how the materiality and everyday logistics of the university relate to DE student transitions. We argue for more institutionally embedded approaches to supporting student transitions, including resourcing academic staff to develop and provide this support.