N
Nicola Yuill
Researcher at University of Sussex
Publications - 109
Citations - 5165
Nicola Yuill is an academic researcher from University of Sussex. The author has contributed to research in topics: Autism & Reading comprehension. The author has an hindex of 36, co-authored 106 publications receiving 4832 citations. Previous affiliations of Nicola Yuill include Griffith University & Nokia.
Papers
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Book
Children's Problems in Text Comprehension: An Experimental Investigation
Nicola Yuill,Jane Oakhill +1 more
TL;DR: In this article, the nature of poor comprehension is discussed and methods of improving poor comprehension are presented. But the focus is on reading, remembering, and understanding, rather than comprehension.
Journal ArticleDOI
Working memory resources and children's reading comprehension.
TL;DR: This paper found that working memory capacity was a direct predictor of reading comprehension when contrasted with vocabulary and decoding skills. But the spatial task did not correlate with reading comprehension, and only the verbal and in a lesser extent the numerical working memory tasks were significant predictors of comprehension.
Journal ArticleDOI
Working memory, comprehension ability and the resolution of text anomaly
TL;DR: The results support the hypothesis that text processing is influenced by working memory demands and suggest that children's comprehension is related to the efficiency of a general non-linguistic working memory system.
Journal ArticleDOI
Mechanisms for collaboration: A design and evaluation framework for multi-user interfaces
Nicola Yuill,Yvonne Rogers +1 more
TL;DR: This work uses social developmental psychology to characterize the design of multi-user interfaces in terms of how constraints on these mechanisms can be best used to promote collaboration, and identifies three mechanisms accounting for the success of such interfaces.
Proceedings ArticleDOI
Around the table: are multiple-touch surfaces better than single-touch for children's collaborative interactions?
Amanda Harris,Jochen Rick,Victoria Bonnett,Nicola Yuill,Rowanne Fleck,Paul Marshall,Yvonne Rogers +6 more
TL;DR: Results showed that touch condition did not affect the frequency or equity of interactions, but did influence the nature of children's discussion, and in the multiple-touch condition, children talked more about the task; in the single- touch condition, they talk more about turn taking.