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Research

Dr Calum Hartley

Senior Lecturer

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  1. Published

    Do iPads promote symbolic understanding and word learning in children with autism?

    Allen, M., Hartley, C. & Cain, K., 12/02/2015, In: Frontiers in Educational Psychology. 6, 9 p., 138.

    Research output: Contribution to Journal/Magazine › Journal article › peer-review

  2. Published

    iPads and the use of “Apps” by children with Autism Spectrum Disorder: do they promote learning?

    Allen, M. L., Hartley, C. K. & Cain, K. E., 30/08/2016, In: Frontiers in Psychology. 7, 7 p., 1305.

    Research output: Contribution to Journal/Magazine › Journal article › peer-review

  3. Published

    Jurors’ Judgements of an Autistic Defendant are Influenced by Awareness of Autism, Knowledge of Psychological Conditions, and Trait-Empathy

    Blackhurst, T., Hartley, C., Turner, P. & Warmelink, L., 22/11/2022, In: Journal of Intellectual Disabilities and Offending Behaviour. 13, 3-4, p. 90-101 12 p.

    Research output: Contribution to Journal/Magazine › Journal article › peer-review

  4. Published

    Are children with autism more likely to retain object names when learning from colour photographs or black-and-white cartoons?

    Carter, C. & Hartley, C., 30/09/2021, In: Journal of Autism and Developmental Disorders. 51, 9, p. 3050-3062 13 p.

    Research output: Contribution to Journal/Magazine › Journal article › peer-review

  5. Published

    Environmental effects on parental gesture and infant word learning

    Cheung, R. W., Hartley, C. & Monaghan, P., 24/07/2019, p. 212-218. 7 p.

    Research output: Contribution to conference - Without ISBN/ISSN › Conference paper › peer-review

  6. Published

    Caregivers use gesture contingently to support word learning

    Cheung, R. W., Hartley, C. & Monaghan, P., 31/07/2021, In: Developmental Science. 14, 4, 15 p., e13098.

    Research output: Contribution to Journal/Magazine › Journal article › peer-review

  7. Published

    The early cue catches the word: how gesture supports cross-situational word learning

    Cheung, R. W., Hartley, C. & Monaghan, P., 30/07/2020.

    Research output: Contribution to conference - Without ISBN/ISSN › Conference paper › peer-review

  8. Published

    Receptive and expressive language ability differentially support symbolic understanding over time: Picture comprehension in late talking and typically developing children

    Cheung, R. W., Hartley, C. & Monaghan, P., 28/02/2022, In: Journal of Experimental Child Psychology. 214, 105305.

    Research output: Contribution to Journal/Magazine › Journal article › peer-review

  9. Published

    Multiple mechanisms of word learning in late talking children: A longitudinal study

    Cheung, R., Hartley, C. & Monaghan, P., 17/08/2022, In: Journal of Speech, Language, and Hearing Research. 65, 8, p. 2978-2995 18 p.

    Research output: Contribution to Journal/Magazine › Journal article › peer-review

  10. Published

    Can low-functioning children with autism utilize intentional information when naming ambiguous pictorial representations?

    Hartley, C. & Allen, M., 8/09/2011.

    Research output: Contribution to conference - Without ISBN/ISSN › Speech

  11. Published

    Does iconicity influence whether children with autism perceive the referential properties of pictures?

    Hartley, C. & Allen, M., 7/09/2011.

    Research output: Contribution to conference - Without ISBN/ISSN › Poster

  12. Published

    Do low-functioning children with autism rely on perceptual resemblance when decoding abstract pictures?

    Hartley, C. & Allen, M., 13/01/2012.

    Research output: Contribution to conference - Without ISBN/ISSN › Poster › peer-review

  13. Published

    Does iconicity influence referential understanding of pictures in low-functioning children with autism?

    Hartley, C. & Allen, M., 13/01/2012.

    Research output: Contribution to conference - Without ISBN/ISSN › Poster › peer-review

  14. Published

    The relationship between iconicity and referential understanding of pictures in low-functioning children with autism.

    Hartley, C. & Allen, M., 18/05/2012.

    Research output: Contribution to conference - Without ISBN/ISSN › Poster › peer-review

  15. Published

    Decoding abstract picture-referent relations: Are low-functioning children with autism naive realists?

    Hartley, C. & Allen, M., 18/05/2012.

    Research output: Contribution to conference - Without ISBN/ISSN › Poster › peer-review

  16. Published

    Intentions vs. resemblance: understanding pictures in typical development and autism

    Hartley, C. & Allen, M., 04/2014, In: Cognition. 131, 1, p. 44-59 16 p.

    Research output: Contribution to Journal/Magazine › Journal article › peer-review

  17. Published

    Symbolic understanding of pictures in low-functioning children with autism: the effects of iconicity and naming

    Hartley, C. & Allen, M., 01/2015, In: Journal of Autism and Developmental Disorders. 45, p. 15-30 16 p.

    Research output: Contribution to Journal/Magazine › Journal article › peer-review

  18. Published

    Generalisation of word-picture relations in children with autism and typically developing children

    Hartley, C. & Allen, M., 08/2014, In: Journal of Autism and Developmental Disorders. 44, 8, p. 2064-2071 8 p.

    Research output: Contribution to Journal/Magazine › Journal article › peer-review

  19. Published

    Iconicity influences how effectively minimally verbal children with autism and ability-matched typically developing children use pictures as symbols in a search task

    Hartley, C. & Allen, M., 07/2015, In: Autism. 19, 5, p. 570-579 10 p.

    Research output: Contribution to Journal/Magazine › Journal article › peer-review

  20. Published

    Is children’s naming and drawing of pictures mediated by representational status? evidence from typical development and autism.

    Hartley, C. & Allen, M., 10/2015, In: Cognitive Development. 36, p. 52-67 16 p.

    Research output: Contribution to Journal/Magazine › Journal article › peer-review

  21. Published

    Investigating the relationship between language and picture understanding in children with autism spectrum disorder

    Hartley, C. K., Trainer, A. & Allen, M. L., 01/2019, In: Autism. 23, 1, p. 187-198 12 p.

    Research output: Contribution to Journal/Magazine › Journal article › peer-review

  22. Published

    Mine is better than yours: Investigating the ownership effect in children with autism spectrum disorder and typically developing children

    Hartley, C. K. & Fisher, S., 03/2018, In: Cognition. 172, p. 26-36 11 p.

    Research output: Contribution to Journal/Magazine › Journal article › peer-review

  23. Published

    Do Children with Autism Spectrum Disorder Share Fairly and Reciprocally?

    Hartley, C. K. & Fisher, S., 08/2018, In: Journal of Autism and Developmental Disorders. 48, 8, p. 2714-2726 13 p.

    Research output: Contribution to Journal/Magazine › Journal article › peer-review

  24. Published

    Investigating the relationship between fast mapping, retention, and generalisation of words in children with autism spectrum disorder and typical development.

    Hartley, C. K., Bird, L-A. & Monaghan, P. J., 1/06/2019, In: Cognition. 187, p. 126-138 13 p.

    Research output: Contribution to Journal/Magazine › Journal article › peer-review

  25. Unpublished

    Symbolic Understanding of Pictures in Low-functioning Children with Autism and Typically Developing Children.

    Hartley, C. K., 2013, (Unpublished) Lancaster: Lancaster University. 275 p.

    Research output: Thesis › Doctoral Thesis

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