[\/et_pb_text][\/et_pb_column][\/et_pb_row][\/et_pb_section][et_pb_section bb_built=”1″ use_custom_gutter=”on” gutter_width=”2″ specialty=”on” parallax_method_1=”off” parallax_method_2=”off” _builder_version=”3.0.74″ transparent_background=”off” prev_background_color=”#000000″ next_background_color=”#1d1d1d”][et_pb_column type=”1_3″][et_pb_sidebar admin_label=”Left Nav Sidebar” area=”et_pb_widget_area_1″ show_border=”off” module_id=”left-nav-menu” _builder_version=”3.10.1″]<\/p>\n
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Projects<\/h1>\n
If you would like your child to take part in any of our studies, please consider completing our online registration form, alternatively contact the researcher named directly.<\/p>\n
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[\/et_pb_text][et_pb_text admin_label=”Text: Current projects subtitle \/ Understanding of beliefs” _builder_version=”3.17.6″ background_size=”initial” background_position=”top_left” background_repeat=”repeat” module_alignment=”left” use_border_color=”off”]<\/p>\n
Current Projects<\/h2>\nChildren’s Understanding of Beliefs<\/h3>\n
![\"207,400+](\"https:\/\/media.istockphoto.com\/id\/1252494221\/photo\/thinking-child-boy-on-black-background-with-light-bulb-and-question-marks-brainstorming-and.jpg?s=612x612&w=0&k=20&c=jLTFW225OA4TlnzjhZCFLA43_s38PZIUO1cz5pC0hYs=\")
<\/p>\n
Classically, the test case for understanding beliefs is an understanding of false beliefs: an observer understands that an agent believes one thing when another is actually the case.<\/p>\n
Hundreds of studies have established that young children come to explicitly understand false beliefs sometime after four years of age.<\/p>\n
In the current study, we created a participatory paradigm in which the child is invited to cooperate with an adult to make a joint decision in the classic change-locations paradigm. We will explore if 3-year olds will be able to track what their partner believes. We will look at how your child talks to their partner and we will measure your child\u2019s pupil dilation using an eye-tracker.<\/p>\n
For more information contact: kiara.jackson-2@postgrad.manchester.ac.uk<\/p>\n
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[\/et_pb_divider][et_pb_text admin_label=”EEG ” _builder_version=”3.17.6″ background_size=”initial” background_position=”top_left” background_repeat=”repeat” module_alignment=”left” use_border_color=”off”]<\/p>\n
What\u2019s the best way to measure categorisation in babies\u2019 brains?<\/h3>\n
![\"\"](\"https:\/\/sites.manchester.ac.uk\/child-study-centre\/wp-content\/uploads\/sites\/94\/2026\/03\/eeg-211x300.jpg\")
In order to understand how we make sense of the world, we need to understand how we think about objects and how objects are encoded in the brain.<\/p>\n
During the second half of the first year, infants start to understand that objects belong to certain category, and they form conceptual knowledge based on this.<\/p>\n
The aim of this study is to measure categorisation directly in the brain. We will test different ways of recording brain activity in babies, and we will look at how the brain responds to different types of objects and will compare these responses for two different sets of pictures.<\/p>\n
Although our focus is on testing the recording methods, this may also give us some early clues about how babies learn to tell objects apart.<\/p>\n
Your child is eligible to participate if they are between 9- and 11-months-old, were born at full term (37+ weeks gestation), have no history of vision or neurological issues and are typically developing.<\/p>\n
For more information contact: sarah.breen@manchester.ac.uk<\/p>\n
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[\/et_pb_divider][et_pb_text admin_label=”Collective Rationality” _builder_version=”3.17.6″ background_size=”initial” background_position=”top_left” background_repeat=”repeat” module_alignment=”left” use_border_color=”off”]<\/p>\n
Collective Rationality in Early Childhood<\/h3>\n
An important![\"\"](\"https:\/\/sites.manchester.ac.uk\/child-study-centre\/wp-content\/uploads\/sites\/94\/2025\/10\/Screenshot-2025-10-28-145637-300x275.png\")
debate is whether reasoning with a partner leads to more rational decisions than individual
reasoning.\u00a0We know that 4- and 5-year-olds are able to make decisions by themselves. However, we don\u2019t yet know whether children make better decisions by themselves or with others.\u00a0<\/p>\n
Studying young children will provide an important test case for this claim, as young children
often rely on others to learn about the world and improve their social and cognitive skills through social interaction.<\/p>\n
They might benefit from collective reasoning and make better decisions when reasoning with a partner towards a joint goal than when reasoning alone. Thus, we would like to observe how children solve
problems collectively with a partner as well as individually.<\/p>\n
For more information contact: kiara.jackson-2@postgrad.manchester.ac.uk<\/p>\n
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[\/et_pb_divider][et_pb_text admin_label=”Collective Rationality” _builder_version=”3.17.6″ background_size=”initial” background_position=”top_left” background_repeat=”repeat” module_alignment=”left” use_border_color=”off”]<\/p>\n
Collective Rationality in Early Childhood<\/h3>\n
![\"\"](\"https:\/\/sites.manchester.ac.uk\/child-study-centre\/wp-content\/uploads\/sites\/94\/2025\/10\/Screenshot-2025-10-28-150726-298x300.png\")
An important\u00a0debate is whether reasoning with a partner leads to more rational decisions than individual reasoning.\u00a0<\/p>\n
We know that children aged 5 to 8 can reason collectively and therefore undergo collective problem-solving, developing better reasons when they work together. We don\u2019t yet know whether 5 to 8 year old collectives make more rational decisions than individuals.<\/p>\n
Studying young children will provide an important test case for this claim, as young children
often rely on others to learn about the world and improve their social and cognitive skills through social interaction.<\/p>\n
They might benefit from collective reasoning and make better decisions when reasoning with a partner towards a joint goal than when reasoning alone. Thus, we would like to observe how children solve
problems collectively with a partner as well as individually.<\/p>\n
For more information contact: shaun.kerry@postgrad.manchester.ac.uk<\/p>\n
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[\/et_pb_divider][et_pb_text admin_label=”comparative language” _builder_version=”3.17.6″ background_size=”initial” background_position=”top_left” background_repeat=”repeat” module_alignment=”left” use_border_color=”off”]<\/p>\n
Can children comprehend abstract size comparisons such as bigger and smaller?<\/h3>\n
![\"\"](\"https:\/\/sites.manchester.ac.uk\/child-study-centre\/wp-content\/uploads\/sites\/94\/2026\/03\/Designer-300x200.png\")
The ability to compare things is a skill that develops throughout childhood. Previous research has shown that younger children struggle to apply instructions containing size comparison words like bigger and smaller.<\/p>\n
This study for 3 – 4.5 year olds will investigate whether children understand the concept of size comparisons and how this relates to their understanding of size comparison language, using a fun tower building game.\u00a0<\/p>\n
For more information contact: yee-jii.cho@student.manchester.ac.uk\u00a0<\/p>\n
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[\/et_pb_divider][et_pb_text admin_label=”Text: Previous Projects How children interact” _builder_version=”3.17.6″ background_size=”initial” background_position=”top_left” background_repeat=”repeat” module_alignment=”left” use_border_color=”off”]<\/p>\n
Previous projects<\/h2>\nHOW CHILDREN INTERACT: A Zoom study<\/h3>\n![\"\"](\"https:\/\/sites.manchester.ac.uk\/child-study-centre\/wp-content\/uploads\/sites\/94\/2023\/03\/Picture2-300x200.jpg\")
<\/h2>\n
<\/h2>\n
This study investigated how long 5- and 6-year-olds can wait for a food reward in a social context. Delay of gratification is the ability to resist eating an immediate reward in order to obtain a bigger reward in the future. This ability has been linked to better life outcomes such as educational attainment and is a key component of working with others.<\/p>\n
Children aged 5-6 years, took part in an online research project to help us investigate how the fairness of a reward influences children\u2019s motivation to wait for it. This involved the child listening to instructions about a food treat, alongside a video of another child online. It was a simple activity lasting no more than 30 minutes on Zoom.<\/p>\n
Data collection is now complete and undergoing analysis.\u00a0<\/p>\n
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How does interaction help children learn new words?<\/h2>\n
The study explores how different interaction types can help very young children learn new words and participants will be shown toys and the researcher will name some of them. We want to compare whether different types of interaction (e.g., looking at the toy, showing the toy to the researcher) help baby\u2019s word learning. This will help us understand if babies learn words better in different situations. The study will take up to 45 minutes and will take place in-person at the University of Manchester Child Study Centre. We are seeking children aged 12 to 24 months that have been born full term (37+ weeks gestation), have normal vision, have no history of hearing issues, and are learning English as their primary language. For more information about how to take part please contact senyu.chen@manchester.ac.uk<\/a><\/p>\n <\/p>\n <\/p>\n [\/et_pb_divider][et_pb_text admin_label=”Text:How do children learn to produce complex sentences?” _builder_version=”3.17.6″ background_size=”initial” background_position=”top_left” background_repeat=”repeat” module_alignment=”left” use_border_color=”off”]<\/p>\n Languages like English allow speakers to put the words in a sentence into different orders. Compare for instance the sentences \u201cAfter I had breakfast, I brushed my teeth\u201d and \u201cI brushed my teeth after I had breakfast\u201d. As children start combining words and producing more complex sentences, they need to decide how to order words in a sentence. They also need to understand what a speaker wants to communicate to the hearer when using a particular word order. In this study, we want to find out how young children use word order to describe events. We also want to investigate if the children\u2019s production and understanding of sentences is related to other abilities such as memory. From September 2022 we will be seeking mono-lingual participants aged 3 to 5 years, with no developmental delay. For more information contact: shijie.zhang@manchester.ac.uk<\/a><\/p>\n [\/et_pb_text][et_pb_divider _builder_version=”3.17.6″]<\/p>\n [\/et_pb_divider][et_pb_text admin_label=”Text: The effects of the individual, home, and community on language development in UK families” _builder_version=”3.17.6″ background_size=”initial” background_position=”top_left” background_repeat=”repeat” module_alignment=”left” use_border_color=”off”]<\/p>\n We are looking for families to help us with a new study. We are trying to find out more about how children learn Chinese and\/or English at home before they start going to school. The study has two parts:\u00a0<\/p>\n Part 1 \u2013 an anonymous survey for parents<\/p>\n Part 2 \u2013 if you agree to continue, we will\u00a0meet you and your child and know more about your child\u2019s natural language environment and language use.<\/p>\n We are seeking families in which Chinese is spoken as one of your languages, or English is your only language and your child(ren) are typically developing and aged 3 years to 5 years and 6 months who are not in Reception\/school yet. For more information contact:\u00a0chen.zhao-2@manchester.ac.uk<\/a>\u00a0<\/p>\n <\/p>\n [\/et_pb_text][et_pb_divider _builder_version=”3.17.6″]<\/p>\n This study investigated how long 5- and 6-year-olds can wait for a food reward in a social context. Delay of gratification is the ability to resist eating an immediate reward in order to obtain a bigger reward in the future. This ability has been linked to better life outcomes such as educational attainment and is a key component of working with others.<\/p>\n Children aged 5-6 years, took part in an online research project to help us investigate how the fairness of a reward influences children\u2019s motivation to wait for it. This involved the child listening to instructions about a food treat, alongside a video of another child online. It was a simple activity lasting no more than 30 minutes on Zoom.<\/p>\n Data collection is now complete and undergoing analysis.\u00a0<\/p>\n <\/p>\n <\/p>\n <\/p>\n A conflict of interest can affect a person\u2019s judgement in making decisions based on external factors (e.g., financial gain, personal opinions, social pressures, etc.). Our critical thinking skills allow us to understand the trustworthiness of information based on one or a number of these factors.<\/p>\n However, not much is known about young children\u2019s understanding of this. Do they\u00a0pay attention to someone\u2019s conflict of interest, or are they more likely to focus on whether the person\u2019s explanation is logical?<\/p>\n We\u2019re inviting families with children\u00a0aged 5, 6 or 7 years\u00a0<\/strong>to help us answer this question! Your child will play a 30-minute game with one of our research assistants on Zoom at a convenient time for you.<\/p>\n Data collection for this study is now complete and analysis is ongoing. Any queries please contact\u00a0sophie.bennett@manchester.ac.uk<\/strong>\u00a0for more information.<\/p>\n <\/p>\n [\/et_pb_divider][et_pb_text admin_label=”Text: How does interaction help children learn new words?” _builder_version=”3.17.6″ background_size=”initial” background_position=”top_left” background_repeat=”repeat” module_alignment=”left” use_border_color=”off”]<\/p>\n D<\/span><\/span>o you know children begin to share attention with their partner at the second half of their first year? To share attention, they may adopt various skills, including following other’s eye movement, pointing to share, etc. Share attention is thought to be important for their language development.\u00a0<\/span><\/span><\/p>\n <\/span>However, conflicting results still exist when considering different types of interaction. The current study looks at whether different ways in which children get involved in shared attention, similarly or differently, impact on their word learning.<\/span><\/span><\/p>\n <\/span>We’re looking for families with children<\/i> aged 12 – 16 months<\/i> to help us with the study! Your child will play a 30-min on-site game with a Ph.D. student.\u00a0<\/span><\/span><\/p>\n <\/span>This study will enrich your understanding about different types of interaction and how they may help your child learn a word.\u00a0<\/span><\/span><\/span><\/p>\n Data collection is now complete and undergoing analysis. Any queries contact senyu.chen@manchester.ac.uk<\/span><\/span><\/p>\n <\/span><\/span><\/p>\n [\/et_pb_text][et_pb_divider _builder_version=”3.17.6″]<\/p>\n This study investigated how long 5- and 6-year-olds can wait for a food reward in a social context. Delay of gratification is the ability to resist eating an immediate reward in order to obtain a bigger reward in the future. This ability has been linked to better life outcomes such as educational attainment and is a key component of working with others.<\/p>\n Children aged 5-6 years, took part in an online research project to help us investigate how the fairness of a reward influences children\u2019s motivation to wait for it. This involved the child listening to instructions about a food treat, alongside a video of another child online. It was a simple activity lasting no more than 30 minutes on Zoom.<\/p>\n Data collection is now complete and undergoing analysis.\u00a0<\/p>\n <\/p>\n <\/p>\n <\/p>\n A conflict of interest can affect a person\u2019s judgement in making decisions based on external factors (e.g., financial gain, personal opinions, social pressures, etc.). Our critical thinking skills allow us to understand the trustworthiness of information based on one or a number of these factors.<\/p>\n However, not much is known about young children\u2019s understanding of this. Do they\u00a0pay attention to someone\u2019s conflict of interest, or are they more likely to focus on whether the person\u2019s explanation is logical?<\/p>\n We\u2019re inviting families with children\u00a0aged 5, 6 or 7 years\u00a0<\/strong>to help us answer this question! Your child will play a 30-minute game with one of our research assistants on Zoom at a convenient time for you.<\/p>\n Data collection for this study is now complete and analysis is ongoing. Any queries please contact\u00a0sophie.bennett@manchester.ac.uk<\/strong>\u00a0for more information.<\/p>\n <\/p>\n [\/et_pb_divider][et_pb_text admin_label=”Text: Understanding conflict of interest” _builder_version=”3.17.6″ background_size=”initial” background_position=”top_left” background_repeat=”repeat” module_alignment=”left” use_border_color=”off”]<\/p>\n A conflict of interest can affect a person\u2019s judgement in making decisions based on external factors (e.g., financial gain, personal opinions, social pressures, etc.). Our critical thinking skills allow us to understand the trustworthiness of information based on one or a number of these factors.<\/p>\n However, not much is known about young children\u2019s understanding of this. Do they\u00a0pay attention to someone\u2019s conflict of interest, or are they more likely to focus on whether the person\u2019s explanation is logical?<\/p>\n We\u2019re inviting families with children\u00a0aged 5, 6 or 7 years\u00a0<\/strong>to help us answer this question! Your child will play a 30-minute game with one of our research assistants on Zoom at a convenient time for you.<\/p>\n Data collection for this study is now complete and analysis is ongoing. Any queries please contact\u00a0sophie.bennett@manchester.ac.uk<\/strong>\u00a0for more information.<\/p>\n <\/p>\n [\/et_pb_text][et_pb_divider _builder_version=”3.17.6″]<\/p>\n [\/et_pb_divider][et_pb_text admin_label=”Text: Do you hear what I hear” _builder_version=”3.17.6″ background_size=”initial” background_position=”top_left” background_repeat=”repeat” module_alignment=”left” use_border_color=”off”]<\/p>\n Before infants can learn what words mean, they need to break down the continuous stream of sounds they hear in speech into individual words. Research shows that infants start this process, called speech segmentation, from birth. However, precisely measuring how well an infant can segment speech is challenging. The purpose of this study is to determine whether infants\u2019 brain activity recorded with an EEG is a good measure of how well they can break down speech into individual words.<\/p>\n We are looking for infants who are (or soon to be) 8-months-old, were born at full term (37+ weeks gestation), have no history of hearing issues, are typically developing, and come from an English-learning monolingual background.<\/p>\n If you\u2019d like to learn more about taking part in this study, please contact Sarah Breen (sarah.breen@manchester.ac.uk)<\/p>\n <\/p>\n [\/et_pb_text][et_pb_divider _builder_version=”3.17.6″]<\/p>\n [\/et_pb_divider][et_pb_text admin_label=”Text: Cross-metatalk” _builder_version=”3.17.6″ background_size=”initial” background_position=”top_left” background_repeat=”repeat” module_alignment=”left” use_border_color=”off”]<\/p>\n Data collection for this study is now complete and analysis is ongoing. Any queries please contact Kirstie.Hartwell@manchester.ac.uk<\/a><\/p>\n <\/p>\n [\/et_pb_text][et_pb_divider _builder_version=”3.17.6″]<\/p>\n [\/et_pb_divider][et_pb_text admin_label=”Text: How do children reason with gesture?” _builder_version=”3.17.6″ background_size=”initial” background_position=”top_left” background_repeat=”repeat” module_alignment=”left” use_border_color=”off”]<\/p>\n This online study aims to learn about how children aged 3 and 5 understand and use gestures in their reasoning. When we solve problems together, we explain our reasoning to one another. In our explanations we talk about the evidence that helped us form a belief or conclusion. We can communicate our reasons verbally, through talking about the evidence (e.g., \u201cthe dog must be in that house, because there are pawprints outside the house.\u201d). But our reasons can also be communicated non-verbally, through gestures, (e.g., one can justify their belief, \u201cthe dog must be in that house\u201d, by pointing to muddy pawprints in front of a house). We would like to find out whether children can communicate their reasons using gestures.<\/p>\n Data collection for this study is now complete and analysis is ongoing. Any queries please contact Kirstie.Hartwell@postgrad.manchester.ac.uk<\/a><\/p>\n <\/p>\n [\/et_pb_text][et_pb_divider _builder_version=”3.17.6″]<\/p>\n [\/et_pb_divider][et_pb_text admin_label=”Text: Children\u2019s delay of gratification” _builder_version=”3.17.6″ background_size=”initial” background_position=”top_left” background_repeat=”repeat” module_alignment=”left” use_border_color=”off”]<\/p>\n This study will investigate how long 5- and 6-year-olds can wait for a food reward in a social context. Delay of gratification is the ability to hold back from eating a reward now in order to obtain a bigger reward in the future. This ability has been linked to better life outcomes such as educational attainment and is a key component of working with others. The primary goal\u00a0 is to see whether children can better inhibit eating a treat if another child promises to do the same. If the children delay gratification, they will get a second treat (e.g. cookie).<\/p>\n Data collection for this study is now complete and analysis is ongoing. Any queries please contact Owen Waddington (owen.waddington@manchester.ac.uk<\/a>).<\/p>\n <\/p>\n [\/et_pb_text][et_pb_divider _builder_version=”3.17.6″]<\/p>\n [\/et_pb_divider][et_pb_text admin_label=”Text: The development of young children’s reasoning” _builder_version=”3.17.6″ background_size=”initial” background_position=”top_left” background_repeat=”repeat” module_alignment=”left” use_border_color=”off”]<\/p>\n Reasoning is an important part of human thinking and social interaction. For example, when making a joint decision, individuals may disagree with one another. Therefore, they need to\u00a0compare and evaluate one another\u2019s reasons for their beliefs in order to reach an agreement. During development, children learn this skill by producing and evaluating reasons in conversation. So far, we know that school-aged children are able to reason with their peers in this way.\u00a0 However, we do not know much about how reasoning emerges and develops from a young age. Therefore, our study explores whether children aged 3 and 5 can provide reasons for their beliefs during joint decision-making. Each child will take part in a collaborative \u2018hide-and-seek\u2019 style game, where they work together with a partner to figure out where a toy is hiding.\u00a0<\/p>\n Data collection for this study is now complete and analysis is ongoing. Any queries may be directed to Kirstie Hartwell\u00a0(Kirstie.Hartwell@postgrad.manchester.ac.uk<\/a>).<\/p>\n <\/p>\n [\/et_pb_text][et_pb_divider _builder_version=”3.17.6″]<\/p>\n [\/et_pb_divider][et_pb_text admin_label=”Text: Children’s understanding of what it means to say ‘sorry’! (Apologies 2 study)” _builder_version=”3.17.6″ background_size=”initial” background_position=”top_left” background_repeat=”repeat” module_alignment=”left” use_border_color=”off”]<\/p>\n Apologies are important for overcoming interpersonal conflict and help to restore social harmony. When we apologise for a wrongdoing, we are effectively promising to behave better in future. This project seeks to identify at what age\u00a0this understanding of implied better conduct develops in children. Children listen to short stories of individuals apologising but continuing to do wrong and observing how they respond. If your child participated in our ‘Apologies’ study they can also take part in this next phase of exploration of how this important social skill develops.<\/p>\n Data collection for this study is now complete and analysis is ongoing. Any queries may be directed to Owen Waddington (owen.waddington@postgrad.manchester.ac.uk<\/a>).\u00a0<\/p>\n <\/p>\n [\/et_pb_text][et_pb_divider _builder_version=”3.17.6″]<\/p>\n [\/et_pb_divider][et_pb_text admin_label=”Text: How do young children evaluate apologies?” _builder_version=”3.17.6″ background_size=”initial” background_position=”top_left” background_repeat=”repeat” module_alignment=”left” use_border_color=”off”]<\/p>\n Humans are inter-dependent. Our survival depends on our reliance on one another and our ability to work together. When social relationships are damaged, it is important that we repair those relationships. One of the most common and effective ways to do this is to apologise for our misbehaviours. In this study, we will investigate how children aged 5 evaluate apologies by two people who misbehaved towards a third person. We are interested in learning whether children excuse the transgressors depending on the kind of apology. As a result, some children will hear apologies (e.g. \u201cI\u2019m sorry\u201d) by the transgressors and some of the apologies will be accompanied by excuses (e.g., \u201cI\u2019m sorry, but I thought we were finished\u201d).<\/p>\n Data collection for this study is now complete and analysis is ongoing. Any queries may be directed to Owen Waddington (owen.waddington@postgrad.manchester.ac.uk<\/a>).\u00a0<\/p>\n <\/p>\n [\/et_pb_text][et_pb_divider _builder_version=”3.17.6″]<\/p>\n [\/et_pb_divider][et_pb_text admin_label=”Text: What do children understand about promises?” _builder_version=”3.17.6″ background_size=”initial” background_position=”top_right” background_repeat=”repeat” module_alignment=”left” use_border_color=”off”]<\/p>\n This study is completed and data analysis is underway. For further information contact the Child Study Centre (childstudycentre@manchester.ac.uk<\/a>).\u00a0<\/p>\n <\/p>\n [\/et_pb_text][et_pb_divider _builder_version=”3.17.6″]<\/p>\n [\/et_pb_divider][et_pb_text admin_label=”Text: Children\u2019s understanding of comparative words” _builder_version=”3.17.6″ background_size=”initial” background_position=”top_left” background_repeat=”repeat” module_alignment=”left” use_border_color=”off”]<\/p>\n In this online study we explore how children aged between 3 to 8 years learn the meaning of comparative words (e.g.,\u00a0\u2018bigger\u2019\u00a0and\u00a0\u2018smaller\u2019).\u00a0\u00a0To do this the study introduces children to our friendly robot, Lexon, who needs help learning these types of word.\u00a0Using pictures of different objects we ask our participants to tell Lexon which object matches the word (like bigger) that Lexon wants to learn. The study will take place via Zoom and we are recruiting now! For more information about how to take part contact Dr Alissa Ferry (Alissa.Ferry@manchester.ac.uk<\/a>).\u00a0<\/p>\n [\/et_pb_text][et_pb_text admin_label=”Text: Spacing only” _builder_version=”3.17.6″]<\/p>\n <\/p>\n [\/et_pb_text][et_pb_divider _builder_version=”3.17.6″]<\/p>\n [\/et_pb_divider][et_pb_text admin_label=”Text: Children\u2019s requests for help” _builder_version=”3.17.6″ background_size=”initial” background_position=”top_left” background_repeat=”repeat” module_alignment=”left” use_border_color=”off”]<\/p>\n Data collection for this study is now complete and analysis is ongoing. Any queries may be directed to Owen Waddington (owen.waddington@postgrad.manchester.ac.uk<\/a>).<\/p>\n [\/et_pb_text][et_pb_text admin_label=”Text: Spacing only” _builder_version=”3.17.6″]<\/p>\n <\/p>\n [\/et_pb_text][et_pb_divider _builder_version=”3.17.6″]<\/p>\n [\/et_pb_divider][et_pb_text admin_label=”Text: Children\u2019s language of emotion” _builder_version=”3.17.6″]<\/p>\n This project aims to find out about 5-13-year-old children\u2019s understanding of emotion words, and how it changes across this age group in typically developing children. We will be carrying out a few language based tasks over Zoom, investigating the effectiveness of some novel measures of the language of emotion. The purpose of this research is to prepare for a larger study that will compare the same language skills in typically developing children and Autistic children. This will help us to better support clinical populations through building our understanding of disordered language of emotion development. For more information please contact Mari Hamano (mari.hamano@student.manchester.ac.uk<\/a>), who is working with Dr Jenny Freed and Dr Alexandra Sturrock<\/p>\n [\/et_pb_text][et_pb_text admin_label=”Text: Spacing only” _builder_version=”3.17.6″]<\/p>\n <\/p>\n [\/et_pb_text][et_pb_divider _builder_version=”3.17.6″]<\/p>\n [\/et_pb_divider][et_pb_text admin_label=”Text: How do toddlers explore?” _builder_version=”3.17.6″ background_size=”initial” background_position=”top_left” background_repeat=”repeat” module_alignment=”left” use_border_color=”off”]<\/p>\n <\/p>\n [\/et_pb_text][et_pb_text admin_label=”Text: Spacing only” _builder_version=”3.17.6″]<\/p>\n [\/et_pb_text][et_pb_divider _builder_version=”3.17.6″]<\/p>\n [\/et_pb_divider][et_pb_text admin_label=”Text: Spacing only” _builder_version=”3.17.6″]<\/p>\n [\/et_pb_text][et_pb_text admin_label=”Text: Category naming in Autism Spectrum Disorder” _builder_version=”3.17.6″ background_size=”initial” background_position=”top_left” background_repeat=”repeat” module_alignment=”left” use_border_color=”off”]<\/p>\n [\/et_pb_text][et_pb_text admin_label=”Text: Spacing only” _builder_version=”3.17.6″]<\/p>\n <\/p>\n [\/et_pb_text][et_pb_divider _builder_version=”3.17.6″]<\/p>\n [\/et_pb_divider][et_pb_text admin_label=”Text: What do babies learn best from?” _builder_version=”3.17.6″ background_size=”initial” background_position=”top_left” background_repeat=”repeat” module_alignment=”left” use_border_color=”off”]<\/p>\n This project aims to discover how we can best support young babies\u2019 learning. In this study we show babies a series of pictures on a computer screen and record where they look using an eye tracker. Where, and for how long, babies look at the pictures lets us discover what they enjoy learning from, and how much they learn. If you\u2019re the parent or caregiver of a baby who is older than six months old, please contact Katie Twomey (katherine.twomey@manchester.ac.uk<\/a>) to find out more.<\/p>\n [\/et_pb_text][et_pb_text admin_label=”Text: Spacing only” _builder_version=”3.17.6″]<\/p>\n <\/p>\n [\/et_pb_text][\/et_pb_column_inner][\/et_pb_row_inner][\/et_pb_column][\/et_pb_section][et_pb_section bb_built=”1″ admin_label=”Connect Title” module_class=”footer-section” _builder_version=”3.0.90″ background_color=”#1d1d1d” custom_padding=”0px||0px|” prev_background_color=”#ffffff” next_background_color=”#ffffff”][et_pb_row admin_label=”row” parallax_method_1=”off” parallax_method_2=”off” parallax_method_3=”off” module_id=”footer-row” _builder_version=”3.0.89″ locked=”off”][et_pb_column type=”1_3″][et_pb_text admin_label=”Contact Us Title” _builder_version=”3.0.74″ text_text_color=”#ffffff” background_size=”initial” background_position=”top_left” background_repeat=”repeat” background_layout=”dark”]<\/p>\n [\/et_pb_text][et_pb_text admin_label=”Contact Us” module_class=”contact-us” _builder_version=”3.0.87″ text_text_color=”#aaaaaa” background_size=”initial” background_position=”top_left” background_repeat=”repeat” use_border_color=”off” border_color=”#ffffff” border_style=”solid”]<\/p>\n +44 (0) 161 306 6000<\/p>\n [\/et_pb_text][\/et_pb_column][et_pb_column type=”1_3″][et_pb_text admin_label=”Find Us Title” _builder_version=”3.0.74″ text_text_color=”#ffffff” background_size=”initial” background_position=”top_left” background_repeat=”repeat” background_layout=”dark”]<\/p>\n [\/et_pb_text][et_pb_text admin_label=”Address” module_id=”address” _builder_version=”3.0.87″ background_size=”initial” background_position=”top_left” background_repeat=”repeat” background_layout=”dark” use_border_color=”off” border_color=”#ffffff” border_style=”solid”]<\/p>\n The University of Manchester [\/et_pb_text][\/et_pb_column][et_pb_column type=”1_3″][et_pb_text admin_label=”Connect Title” _builder_version=”3.0.74″ text_text_color=”#ffffff” background_size=”initial” background_position=”top_left” background_repeat=”repeat” background_layout=”dark”]<\/p>\n [\/et_pb_text][et_pb_code admin_label=”Social Media” _builder_version=”3.17.6″ custom_css_main_element=”||”]<\/p>\n <\/p>\n <\/p>\n <\/p>\n <\/p>\n <\/ul>\n [\/et_pb_code][\/et_pb_column][\/et_pb_row][\/et_pb_section][et_pb_section bb_built=”1″ _builder_version=”3.17.6″ prev_background_color=”#1d1d1d” next_background_color=”#000000″][\/et_pb_section][et_pb_section bb_built=”1″ _builder_version=”3.17.6″ prev_background_color=”#000000″ next_background_color=”#000000″][\/et_pb_section][et_pb_section bb_built=”1″ _builder_version=”3.17.6″ prev_background_color=”#000000″ next_background_color=”#000000″][et_pb_row _builder_version=”3.17.6″][et_pb_column type=”4_4″][\/et_pb_column][\/et_pb_row][\/et_pb_section][et_pb_section bb_built=”1″ _builder_version=”3.17.6″ prev_background_color=”#000000″ next_background_color=”#000000″][\/et_pb_section][et_pb_section bb_built=”1″ _builder_version=”3.17.6″ prev_background_color=”#000000″ next_background_color=”#000000″][et_pb_row _builder_version=”3.17.6″][et_pb_column type=”4_4″][\/et_pb_column][\/et_pb_row][\/et_pb_section][et_pb_section bb_built=”1″ _builder_version=”3.17.6″ prev_background_color=”#000000″ next_background_color=”#000000″][et_pb_row _builder_version=”3.17.6″][et_pb_column type=”4_4″][\/et_pb_column][\/et_pb_row][\/et_pb_section][et_pb_section bb_built=”1″ _builder_version=”3.17.6″ prev_background_color=”#000000″][et_pb_row _builder_version=”3.17.6″][et_pb_column type=”4_4″][\/et_pb_column][\/et_pb_row][\/et_pb_section]<\/p>\n","protected":false},"excerpt":{"rendered":"How do children learn to produce complex sentences?<\/h3>\n
![\"\"](\"https:\/\/sites.manchester.ac.uk\/child-study-centre\/wp-content\/uploads\/sites\/94\/2023\/02\/Boy-letters-from-mouth-Aug-22-small-300x187-1-300x187.jpg\")
<\/p>\nThe effects of the individual, home, and community on language development in UK families.<\/h3>\n
![\"\"](\"https:\/\/sites.manchester.ac.uk\/child-study-centre\/wp-content\/uploads\/sites\/94\/2024\/08\/Screenshot-2024-08-27-140234-300x198.png\")
<\/p>\nPrevious projects<\/h2>\n
HOW CHILDREN INTERACT: A Zoom study<\/h3>\n
<\/h2>\nHow do children understand conflict of interest?<\/h3>\n
![\"\"](\"https:\/\/sites.manchester.ac.uk\/child-study-centre\/wp-content\/uploads\/sites\/94\/2024\/10\/sophie-300x225.jpg\")
<\/p>\nHow does interaction help children learn new words?<\/h3>\n
![\"\"](\"https:\/\/sites.manchester.ac.uk\/child-study-centre\/wp-content\/uploads\/sites\/94\/2023\/03\/Picture_forWeb4-300x200.jpg\")
<\/span><\/span><\/p>\nPrevious projects<\/h2>\n
HOW CHILDREN INTERACT: A Zoom study<\/h3>\n
<\/h2>\nHow do children understand conflict of interest?<\/h3>\n
<\/p>\nHow do children understand conflict of interest?<\/h3>\n
<\/p>\n<\/h2>\n
Do you hear what I hear? Exploring infants’ ability to find words in speech<\/h3>\n
![\"\"](\"https:\/\/sites.manchester.ac.uk\/child-study-centre\/wp-content\/uploads\/sites\/94\/2023\/03\/D7H_6434-1-240x300-1-240x300.jpg\")
<\/p>\n<\/h2>\n
Cross-metatalk<\/h3>\n
![\"\"](\"https:\/\/sites.manchester.ac.uk\/child-study-centre\/wp-content\/uploads\/sites\/94\/2022\/05\/boy-pointing-at-screen-copy2-300x234.jpg\")
Children learn about the world from others. How do they evaluate the reliability of information they receive? To aid their social learning, children evaluate information provided by others, and importantly, the reliability of their informants. So, we would like to investigate whether 3- and 5-year-old children follow information provided by a more reliable informant. Your child will watch some animations and receive information from different cartoon characters (informants) about the location of a toy. Then they will team up with the researcher to find the toy.<\/p>\n![\"\"](\"https:\/\/sites.manchester.ac.uk\/child-study-centre\/wp-content\/uploads\/sites\/94\/2021\/08\/Little-girl-pointing-v2-225x300.jpg\")
How do children reason with gesture?<\/h3>\nChildren\u2019s delay of gratification<\/h3>\n
![\"\"](\"https:\/\/sites.manchester.ac.uk\/child-study-centre\/wp-content\/uploads\/sites\/94\/2022\/01\/shutterstock_148530896-boy-sideways-look-4MB-300x200.jpg\")
<\/p>\nThe development of young children’s reasoning<\/h3>\n
Children’s understanding of what it means to say ‘sorry’! (Apologies 2 study)<\/h3>\n
How do young children evaluate apologies?<\/h3>\n
What do children understand about promises?<\/h3>\n
![\"Girls](\"https:\/\/sites.manchester.ac.uk\/child-study-centre\/wp-content\/uploads\/sites\/94\/2021\/03\/Mar2021_iStock_6354539_MEDIUM-Copy-1-300x200.jpg\")
This online study aims to learn what children understand about moral behaviours, especially what they think about people who make a promise to behave in a particular way, but afterward break this promise. As adults, we tend to think that people should act how they say they will act, and we disapprove of people who don\u2019t. At some age, children must acquire the tendency to do this, as well but we know little about how this occurs. Here, our goal is to learn more about how and when this tendency develops.<\/p>\nChildren\u2019s understanding of comparative words<\/h3>\n
Children\u2019s requests for help<\/h3>\n
![\"Son](\"https:\/\/sites.manchester.ac.uk\/child-study-centre\/wp-content\/uploads\/sites\/94\/2019\/08\/childs-request-for-help.jpg\")
As they age, we know children start to selectively help others (e.g. when it is\u00a0needed). But remarkably, little is known about whether young children are also selective when it is them asking for help. What do they think about when they request something? Is it all me, me, me or do they consider how their requests might impact on\u00a0others? Owen Waddington, a PhD student here at Manchester, is hoping to understand more about how preschool children evaluate their requests for help.<\/p>\nChildren\u2019s language of emotion<\/h3>\n
How do toddlers explore?<\/h3>\n
![\"\"](\"https:\/\/sites.manchester.ac.uk\/child-study-centre\/wp-content\/uploads\/sites\/94\/2019\/07\/DSC_3179.jpg\")
We know that toddlers spend a lot of their time exploring the world around them as they play and learning as they go. In this project we\u2019re interested in whether the way toddlers explore is linked to their language development. We will be using play sessions and eye tracking to understand how toddlers prefer to learn in everyday play environments, and how we can support language development through play. If you\u2019re the parent or caregiver of a toddler aged between 18 months and three years, please contact Katie Twomey (katherine.twomey@manchester.ac.uk<\/a>) to find out more.<\/p>\nCategory naming in Autism Spectrum Disorder<\/h3>\n
![\"Children](\"https:\/\/sites.manchester.ac.uk\/child-study-centre\/wp-content\/uploads\/sites\/94\/2019\/08\/autism-spectrum-disorder.jpg\")
This project is a chance for adults to take part!\u00a0There is a growing awareness that children with Autism Spectrum Disorder (ASD) use language in a different way to typically developing children. In particular, children with ASD may be more likely to use unusual words compared to children without ASD. These subtle differences in language use can identify a child as different to their peers, which could contribute to difficulties making friends and feelings of well-being. In a larger study, children with and without ASD were asked to name examples of different categories. In the current study we are asking adults to rate these words for how typical they are of their category in a short online questionnaire. To find out how to take part, please contact Katie Twomey (katherine.twomey@manchester.ac.uk<\/a>).<\/p>\nWhat do babies learn best from?<\/h3>\n
Contact Us<\/h4>\n
Find Us<\/h4>\n
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Manchester
M13 9PL
UK<\/a><\/p>\nConnect With Us<\/h4>\n
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