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UCLan CY Cognition and Development Lab
Our mission is to pursue research in developmental and cognitive psychology. Our research has implications for multiple constituents including policy-makers, teachers and directors, practitioners, parents, and the general public.
Kalypso Iordanou, Director
Ph.D. Columbia University, NY, USA, 2008. Assistant Professor in Psychology, UCLan Cyprus.
My research lies in the field of cognitive development. In particular, my work focuses on the development of argument skills, epistemic cognition and metacognition. I have been studying the development of argument skills in different domains and settings. I have been designing and implementing intervention programmes to study and support the development of students’ argument skills, particularly their ability to construct evidence-based arguments. I am also examining individuals’ epistemic cognition and how epistemic cognition interacts with individuals’ metacognitive abilities.
Iordanou, K. & Constantinou. C. P. (2015). Supporting use of evidence in argumentation through practice in argumentation and reflection in the context of SOCRATES learning environment. Science Education. 99, 282–311.
Iordanou, K. & Constantinou. C. P. (2014). Developing Pre-Service Teachers’ Evidence-Based Argumentation skills on Socio-Scientific Issues. Learning & Instruction. 34, 42-57.
Zeniou Ph.D. Open University, campus based scholarship UK, 2002. Assistant Professor in Educational Innovation & Research, UCLAN Cyprus.
My research interests include collaborative learning and knowledge creation, epistemic activities and capabilities, design and evaluation of technology augmented educational environments and initiatives for authentic and creative learning, uses of technology to support formal/ informal forms of learning and professional development.
Zenios, M. (2011) Epistemic activities and collaborative learning: towards an analytical model for studying knowledge construction in networked learning settings. Journal of Computer-Assisted Learning. 27 (3), 259-268.
Zenios, M. and Smith, C., (2010) Organisational patterns for e-learning centres, in P. Goodyear and S. Retalis (Eds). E-learning, Design Patterns and Pattern Languages, Sense Publications.
Ph.D.in Developmental Psychology, University of Cyprus, 2013. Lecturer in Psychology, UCLan Cyprus.
My research lies in the field of developmental and educational psychology. My work focuses on various forms of aggression such as bullying/cyberbullying during childhood and adolescence. Further, I am investigating the relationship between various types of parent-child interactions and children’s adjustment difficulties (i.e. internalizing and externalizing problems). In particular, I am examining the bidirectional relationship between parents’ practices and children’s behavioural problems using structural equation modelling (SEM). Finally, I am also examining the degree to which ascribing to either an individualist or collectivist culture influences perceptions of Honour Based Violence using data from university students.
Georgiou, S., Stavrinides, P., & Nikiforou M. (2015). Bullying and victimization in Cyprus: The role of social pedagogy. International Journal of Social Pedagogy. Special issue on Social Pedagogy in Times of Crisis in Greece, 4 (1), 43-54.
Nikiforou, M., Georgiou, S., & Stavrinides, P. (2013). Attachment to parents and peers as a parameter of bullying and victimization. Journal of Criminology, Special Issue on Bullying and Victimization, 1, 1-9.
Ph.D. Cognitive Neuroscience, University of York, UK, 2015. Lecturer in Psychology, UCLan Cyprus.
My research Interests lies in the field of cognitive neuroscience. My work is based around understanding the brain processes that allow us to perceive the visual world. More specifically,
(1) Human neuropsychology and experimental psychology.
(2) Brain and behavioural mechanisms underlying the perception of faces.
(3) The neural and behavioural basis of Lip Reading.
(4) Orientation-sensitivity to emotional recognition of faces and bodies.
Psalta L., Young, W.A., Thompson, p., Andrews, J.T. (2014). The thatcher illusion reveals orientation-dependence in brain regions involved in processing facial expression. Psychological Science, 25(1): 128-136.
Psalta, L., Andrews, T.J. (2014). Inversion improves the recognition of facial expression in that cherized images. Perception, 43: 715-730.
Ph.D. Linguistics, University of Cyprus, 2014. Lecturer in Linguistics, UCLan Cyprus.
My area of research is theoretical and applied linguistics, syntax and semantics, first and second language acquisition, bilingualism, multilingualism and dialect acquisition, sociolinguistics, teaching and education.
In particular, my work focuses on syntax and morphology acquisition, tense, aspect, determiners, clitics, morphological agreement and anaphora resolution. In my research I investigate development of narrative skills of bilingual children and adult L2 learners, micro and macro structure analysis, development of cognitive skills and executive functions. I am interested in new speakers of multilingualism, language loss and transmission, language attitudes and identities.
Director of the UCLan, Cyprus Linguistics/Research Group, UCLan (2013-2017)
Karpava, Sviatlana (2015). L3 acquisition of English Present Perfect. In A. Botinis (Ed.), Proceedings of the 6th International Conference of Experimental Linguistics, ExLing 2015, 26-27 of June 2015, Athens, Greece, pp. 25-29.
Karpava, S., Kambanaros, M., & Grohmann, K. K. (2015). The MAIN of narrative performance: Russian-Greek bilingual children in Cyprus. In E. Babatsouli & D. Ingram (eds.), Proceedings of the International Symposium on Monolingual and Bilingual Speech 2015 (pp. 125-140).
Ph.D Statistics, University of Cyprus, 2011. Lecturer in Statistics, UCLan Cyprus.
My research interests lie in the area of mathematical statistics. Particularly my research focuses in the study of random variables that are positively/negatively associated or other more general concepts of dependence. The aim of my work is to provide probability and moment inequalities for these random objects as well as asymptotic results.
Christofides, T.C. and Hadjikyriakou, M. (2015): The Conditional Convex Order and a Comparison Inequality, Stochastic Analysis and Applications, 33, 259-270.
Hadjikyriakou, M. (2015): Comparison Inequalities and Distances of s-Convex Functions of Random Variables (submitted).
Christofides, T.C, Fazekas, I., and Hadjikyriakou M. (2015): Conditional Acceptability of Random Variables (submitted).
Ph.D. Sociolinguistics University of Essex, UK, 2015
Her research interests lie in the field of sociolinguistics and in particular language contact processes and outcomes, as well as language attitudes and ideologies and how these have an effect on the educational, social and political context of a community and vice versa. As an English language educator, she is also interested in English language teaching methodology and practices. She is also studying the use of ‘quotations’ in everyday interactions as a communicative strategy. What interests her is the functions ‘quotations’ serve in everyday discourse, such as to construct/show involvement in the interaction and to evaluate (people and situations). Through the lens of argumentation theory, she is also looking at how ‘quotations’ are used to intensify the force of one’s argument and/or challenge the interlocutor’s argument.
Currently she is working as a Research Assistant for the project ‘Developing argumentation skills across domains’ under the supervision of Dr. Kalypso Iordanou.
Bachelor of Science in Psychology initiated September 2008 and graduated July 2011 from Coventry University.
Master of Science in Integrative Counselling and Psychotherapy initiated October 2011 and graduated May 2015 from University of Derby.
Christo’s dissertation thesis, under the supervision of Dr. Kalypso Iordanou, examines whether engagement in dialogic argumentation affect bullying behaviour.
Evangelia Lytzerinou holds a Master in Educational Studies from the Open University of Cyprus (APKY) and a BA in Classics from the Aristotle University of Thessaloniki (AUTh). She has published her work in scientific journals and she has participated in national and international conferences. She currently works as a public teacher in the secondary education. Her research interests deal with teachers' argument skills, teachers' skills to evaluate arguments and educational policy. She is currently working with Dr. Kalypso Iordanou on examining teachers’ argumentation skills.
CURRENT RESEARCH PROJECTS/GRANTS
Developing Argument Skills and Epistemic Cognition in Different Domains
PI: Kalypso Iordanou
(Funded by the Research Promotion Foundation, “Cyprus Research Award - Young Researcher 2015” nominated to Kalypso Iordanou)
Previous research showed that engagement in argumentation was effective in supporting the development of students’ skills in producing evidence-based arguments and counterarguments in the physical science domain (Iordanou & Constantinou, 2014; 2015). The present study examines the effectiveness of an argumentative-based intervention programme for supporting the development of evidence-based argumentation skills in different domains. Particularly we examine whether sustained engagement in argumentation and reflection can help individuals to develop their reasoning skills.
Management Committee Member, Steering Committee Member, WG6 Leader (STSMs and Training Working Group) and WG7 member (Multilingual competence and new speaker varieties) of the Individuals, Societies, Cultures and Health COST Action IS1306: New Speakers in a Multilingual Europe: Opportunities and Challenges.
Duration: May 2013-2017
Funding: European Science Foundation (ESF), ca. EUR 120,000 per year
Substitute Management Committee Member and WG1 member (An integrated and inclusive approach to foundational literacy across Europe of the individuals, societies, cultures and health) COST Action IS1401 Strengthening Europeans' capabilities by establishing the European literacy network
Duration: May 2014–2018
Funding: European Science Foundation (ESF), ca. EUR 130,000 per year
WG1 Member (The linguistic and psycholinguistic underpinnings of intervention for LI), of the Individuals, Societies, Cultures and Health COST Action IS1406 Enhancing children's oral language skills across Europe and beyond - a collaboration focusing on interventions for children with difficulties learning their first language
Duration: April 2015–2019
Funding: European Science Foundation (ESF), ca. EUR 122,000 per year
Member of Network on Multilingualism, University of Vaasa and Åbo Akademi University in Vaasa, Finland.
Duration: June 2015-2017
Funding: University of Vaasa and Åbo Akademi University in Vaasa, Finland
WG 2 Member (Aphasia Assessment) of ISCH COST Action IS1208 Collaboration of Aphasia Trialists (CATs)
Duration: May 2013–2017
Funding: European Science Foundation (ESF), ca. EUR 130,000 per year
Parameters of bullying and cyberbullying in childhood and adolescence
PI: Militsa Nikiforou UCLan Cyprus
Previous research showed that parental and peer factors may influence children’s involvement in bullying incidents (Nikiforou, Georgiou, & Stavrinides 2013). The present study examines the familial and peer parameters of bullying and cyberbullying in childhood and adolescence. Particularly we examine whether low levels of parental supervision and authoritarian parental style will be related to children’s and adolescents’ involvement in bullying and cyberbullying incidents. Also, we examine the role of poor attachment with peers in bullying and cyberbullying.
PI: Milto Hadjikyriakou
Continuous time indexed demimartingales and N-demimartingales.
PI: Milto Hadjikyriakou
Some results on dependent random variables and a connection with the s-increasing convex order.
PI: Milto Hadjikyriakou
-Knowledge Transfer Partnership (KTP) with the Lancashire Teaching Hospitals NHS Trust (£118.074.00). Funded by the UK ESRC and Technology Strategy Board (2010-2012); Role: Principal Investigator and Academic Supervisor
PI: Maria Zeniou