Calum Hartley

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University of Lancaster

United Kingdom

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Reconceptualising word learning difficulties in children with autism using novel empirical and computational methods.

Open Date: 2016-09-30

Close Date: 2018-09-29

Articles (18)

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2025

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2020

Collaborators (8)

Gert Westermann

University of Lancaster

UNITED KINGDOM

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Lara Warmelink

University of Lancaster

UNITED KINGDOM

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Padraic Monaghan

University of Lancaster

UNITED KINGDOM

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Klaus Kessler

Aston University

UNITED KINGDOM

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Trevor Crawford

University of Lancaster

UNITED KINGDOM

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Laura-Ashleigh Bird

UCL Institute of Neurology, University College London

UNITED KINGDOM

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Daniel Shaw

Aston University

UNITED KINGDOM

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Tiegan Blackhurst

Lancaster University

UNITED KINGDOM

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Calum Hartley

Research Interests

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Recent Grants

Articles (18)

Specific Visual Expertise Reduces Susceptibility to Visual Illusions

Altered Patterns of Dynamic Functional Connectivity Underpin Reduced Expressions of Social–Emotional Reciprocity in Autistic Adults

Exploring lie frequency and emotional experiences of deceptive decision-making in autistic adults

A meta-analysis of word learning in autistic and neurotypical children

Investigating children’s valuation of authentic and inauthentic objects

Do multiple exemplars promote preschool children’s retention and generalisation of words learned from pictures?

The development of susceptibility to geometric visual illusions in children – A systematic review

How do autistic and neurotypical children’s interests influence their accuracy during novel word learning?

Better early than late

Does implicit mentalizing involve the representation of others' mental state content?

Exploring the Influence of Object Similarity and Desirability on Children’s Ownership Identification and Preferences in Autism and Typical Development

Receptive and expressive language ability differentially support symbolic understanding over time:

Multiple Mechanisms of Word Learning in Late-Talking Children: A Longitudinal Study

Caregivers use gesture contingently to support word learning

Does Autism Affect Children’s Identification of Ownership and Defence of Ownership Rights?

Are Children With Autism More Likely to Retain Object Names When Learning From Colour Photographs or Black-and-White Cartoons?

Comparing cross-situational word learning, retention, and generalisation in children with autism and typical development

Exploring the influence of ownership history on object valuation in typical development and autism

Collaborators (8)

Gert Westermann

Lara Warmelink

Padraic Monaghan

Klaus Kessler

Trevor Crawford

Laura-Ashleigh Bird

Daniel Shaw

Tiegan Blackhurst

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