Emily Farran

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Professor of Cognitive Development

University of Surrey

United Kingdom

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About

Emily Farran is a Professor of Cognitive Development at the University of Surrey in the UK. Her research focuses on the cognitive development of children, with recent articles exploring socio-emotional cognition, technology use in individuals with Down syndrome, and the impact of physical manipulatives on spatial and mathematical skills. She is also involved in assessing interventions aimed at enhancing children's learning through innovative training methods.

Recent Grants

Grant: Close

The importance of spatial thinking for mathematics; translating research into practice

Open Date: 2021-06-01

Close Date: 2021-11-01

Grant: Close

Socialising Open Research and Innovation in our University research culture

Open Date: 2021-02-01

Close Date: 2022-07-01

Grant: Close

UnLoCKE: Understanding Learning of Counterintuitive Concepts through Knowledge Interference Control in Science and Mathematics Education: Efficacy trial

Open Date: 2020-10-01

Close Date: 2022-07-31

Grant: Close

Superior perceptual capacity in autism: investigating universality, specificity and practical applications for learning.

Open Date: 2020-09-30

Close Date: 2024-09-29

Grant: Close

LEGO® construction, Spatial thinking and Mathematics achievement

Open Date: 2019-01-01

Close Date: 2022-01-01

Articles (16)

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2025

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2022

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2022

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2021

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2021

Collaborators (18)

Kelly S. Mix

UNITED STATES

Emily Farran

Research Interests

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Contact this professor

About

Recent Grants

Articles (16)

Limited sex differences in spatial language in parent-child dyads

SEE+ computerized classroom-based training enhances 7- to 10-year-olds' socio-emotional cognition through observation and inference

School-Delivered Intervention Research: Lessons Learned from the BLOCS Project

Teacher Delivered Block Construction Training Improves Children's Mathematics Performance

Translating Research to Practice: Practitioner Use of the Spatial Reasoning Toolkit

Assessing the impact of LEGO® construction training on spatial and mathematical skills

Cross‐sectional and longitudinal assessment of cognitive development in Williams syndrome

Practitioners' perspectives on spatial reasoning in educational practice from birth to 7 years

Associations and indirect effects between LEGO® construction and mathematics performance

Hands‐On: Investigating the role of physical manipulatives in spatial training

Examining the prevalence and type of technology-use in people with Down syndrome: Perspectives from parents and caregivers

Spatial Thinking in Practice: A Snapshot of teacher's Spatial Activity Use in the Early Years' Classroom

Anxiety and Spatial Navigation in Williams Syndrome and Down Syndrome

Genetic syndromes, neuroconstuctivism and replicable research; challenges and future directions

Improving research quality: the view from the UK Reproducibility Network institutional leads for research improvement

Responses to Navon tasks differ across development and between tasks with differing attentional demands

Collaborators (18)

Kelly S. Mix

Katie A. Gilligan-Lee

Vesna Stojanovik

Christopher Jarrold

Catherine Gripton

Kathryn Bates

Michael Thomas

MARIJA ŽIVKOVIĆ

Andrew Stewart

David Shanks

Iroise Dumontheil

Caoimhe Dempsey

Dominic Wyse

Philip Peter Newton

Harry Purser

Tim Jay

Alice Bradbury

Jo Van Herwegen

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