Dr Naomi Winstone

Research Interests

My primary area of interest is cognition and learning. As well as experimental work with young children, I have also conducted research into the application of psychological theory to teaching and learning in Higher Education. In 2012, I was winner of the Surrey Learning and Teaching Award in recognition of excellence in the provision of teaching and learning. I have recently completed a project funded by the Higher Education Academy, in collaboration with Dr Rob Nash, which explores cognitive processing of assessment feedback (http://bit.ly/1IulLuC) . As a further outcome of this work, we have been exploring ways to better involve students in pedagogic research (http://bit.ly/1E7LyHN). I am a Senior Fellow and Academic Associate of the Higher Education Academy and contribute to the Graduate Certificate in Teaching and Learning programme run by the Department of Higher Education. I also run training events and research seminars for teachers in schools and colleges. I am an Associate Editor of the British Journal of Educational Psychology.

 

The Developing Engagement with Feedback Toolkit (DEFT) is available for download here

Research Collaborations

External Collaborations:

Dr Rob Nash, Aston University

Dr Darren Moore, University of Exeter Medical School

Dr Neil Stringer, AQA

Teaching

Year 1 (FHEQ Level 4) Academic tutorial programme
PSY1023 Classics in Personality Theory
PSY1017 Cognitive Psychology 1
PSY2014 Cognitive Psychology 2
PSY3070 Individual Differences (convenor)
PSY3082 Psychology & Education (convenor)
MSc Statistics

Departmental Duties

Director of Learning and Teaching

Contact Me

E-mail:
Phone: 01483 68 4391

Find me on campus
Room: 10 AD 04

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My office hoursPlease email me to make an appointment.

Publications

Peer reviewed papers

Cook, A., Ogden, J., & Winstone, N. (in press). The experiences of learning, friendships and bullying of boys with autism in mainstream and special school settings. British Journal of Special Education.

Kinchin, I.M., Alpay, E., Curtis, K., Franklin, J., Rivers, C. and Winstone, N. (in press). Charting the elements of pedagogic frailty. Educational Research.

Parker, M., & Winstone, N. (in press). Students’ perceptions of interventions for supporting their engagement with feedback. Practitioner Research in Higher Education.

Winstone, N., & Moore, D. (in press). Sometimes fish, sometimes fowl? Liminality, identity work and identity malleability in Graduate Teaching Assistants. Innovations in Education and Teaching International.

Winstone, N., Nash., R., Parker, M., & Rowntree, J. (in press). Supporting learners’ engagement with feedback: A systematic review and a taxonomy of recipience processes. Educational Psychologist. OPEN ACCESS: AVAILABLE HERE

Winstone, N., Nash, R., Rowntree, J., & Parker, M. (in press). “It’d be useful, but I wouldn’t use it”. Barriers to University students’ feedback seeking and recipience. Studies in Higher Education.

Winstone, N., Nash, R., Rowntree, J., & Menezes, R. (in press). What do students want most from feedback information? Distinguishing necessities from luxuries using a budgeting methodology. Assessment and Evaluation in Higher Education. DOI:10.1080/02602938.2015.1075956

Winstone, N., & Witherspoon, K. (2016). 'It's all about our great Queen': The British National Anthem and national identity in 8-10-year-old children. Psychology of Music, 44(2), 263-277. 

Scarboough, P., Hodgkins, C., Raats, M., Harrington, R., Cowburn, G., Dean, M., Doherty, A., Foster, C., Juszczak, E., Matthews, A., Mizdrak, A., Ni Mhurchu, C., Shepherd, D., Tiomotijevic, L., Winstone, N., & Rayner, M. (2015). Protocol for a pilot randomised controlled trial of an intervention to increase the use of traffic light food labelling in UK shoppers (the FLICC trial). BMC Pilot and Feasibility Studies, 1:21

Winstone, N., Huntington, C., Goldsack, L., Kyrou, E., & Millward, L. (2014). Eliciting rich dialogue through the use of activity-oriented interviews with autistic young people.  Childhood, 21(2), 190-206.

Winstone, N., & Bretton, H. (2013). Strengthening the transition to University by confronting the expectation-reality gap in Psychology Undergraduates. Psychology Teaching Review,19(2), 2-14

Winstone, N., & Millward, L. (2012). The value of peers and support from scaffolding: Applying constructivist principles to the teaching of psychology. Psychology Teaching Review, 18(2), 59-67.

Winstone, N., & Millward, L. (2012). Reframing perceptions of the lecture from challenges to opportunities: Embedding active learning and formative assessment into the teaching of large classes. Psychology Teaching Review, 18(2), 31-41.

Winstone, N., Davis, A., & De Bruyn, B. (2012). Developmental improvements in perceptual restoration: Can young children reconstruct missing sounds in noisy environments? Infant and Child Development, 21, 287-297.

Worsfold, N., Davis, A., & De Bruyn, B. (2008). The effect of horizontal versus vertical task presentation on children's performance in coordinate tasks. Perception, 37, 1667-1676.

  

Book Chapters


Davis, A., & Winstone, N. (2011). Educational Implications. In A. Slater & G. Bremner (Eds.), An Introduction to Developmental Psychology (2nd ed; pp. 587-612). Chichester, UK: John Wiley & Sons, Ltd.

  

Published Conference Proceedings

 

Winstone, N., Nash, R., Parker, M., & Rowntree, J. (2015). Nurturing engagement with feedback: Targeting multiple psychological processes for different types of learners. Proceedings of the XX International Conference of the Education, Learning, Styles, Individual Differences Network.

Winstone, N., & Millward, L. (2012). Reframing perceptions of the lecture from challenges to opportunities. Proceedings of the 1st Annual Conference on the Aiming for Excellence in STEM Learning and Teaching.

Winstone, N., & Millward, L. (2012). Applying constructivist principles to the teaching of psychology. Proceedings of the 1st Annual Conference on the Aiming for Excellence in STEM Learning and Teaching.

Worsfold, N., Davis, A., & De Bruyn, B. (2008). The role of musical perceptual restoration in music perception, learning and development. Proceedings of the Second European Conference on Developmental Psychology of Music.

  

Conference Presentations

Winstone, N. (2016). Pedagogic frailty and the teaching of sensitive topics in Psychology. Paper presented at the British Psychological Society Annual Conference, Nottingham UK, April 2016.

Winstone, N., & Nash, R. (2016). A resource toolkit to support STEM students in making use of their assessment feedback. Paper presented at the HEA Annual STEM Conference, Nottingham UK, January 2016.

Winstone, N., Nash, R., Parker, M., & Rowntree, J. (2015). Nurturing engagement with feedback: Targeting multiple psychological processes for different types of learners. Paper presented at the XX International Conference of the Education, Learning Styles, Individual Differences Network, July 2015.

Winstone, N., Parker, M., Nash, R., & Rowntree, J. Making use of assessment feedback: Students' perceptions of the utility of interventions for supporting their engagement with feedback. Paper presented at the 5th International Assessment in Higher Education conference, Birmingham UK, June 2015.

Winstone, N. & Nash, R. A resource toolkit to support students in making use of their assessment feedback. Paper presented at the biennial S7 Teaching and Learning conference Royal Holloway University of London, June 2015.

Avery, R., & Winstone, N. Curriculum embedded employability interventions: Placement reflective activities, preparedness for work and employability mindset in Level 6 students. Paper presented at Surrey Excellence in Teaching Symposium, University of Surrey, January 2015.

Winstone, N., Nash, R., Rowntree, J., & Parker, M. Overcoming barriers to engagement with feedback: The role of student receiver processes. Paper presented at Surrey Excellence in Teaching Symposium, University of Surrey, January 2015.

Avery, R., & Winstone, N. Enhancing STEM student employability through work-related reflective teaching activities and assessments. Paper presented at the HEA STEM Learning and Teaching Conference, University of Edinburgh, May 2014.

Winstone, N. Mirrored Transitions: How a deeper understanding of the GCSE to A-Level transition can support the transition to STEM study at University. Paper presented at the HEA STEM Annual Teaching and Learning Conference, University of Edinburgh, May 2014.

Winstone, N., & Avery, R. Striking whilst the iron is hot: Enhancing employability through building on placement learning in Level 6 modules. Paper presented at Surrey Excellence in Teaching Symposium, University of Surrey, January 2014. 

Winstone, N., & Kelly, F. Assessing development of children with Behavioural, Emotional and Social Difficulties: Gaining deeper insight through child-centred research methods. Paper presented at the 13th European Conference on Developmental Psychology, Lausanne, Switzerland, September 2013.

Winstone, N. (2013). The state of the art in the Psychology of Education. Paper presented at the biennial S7 Teaching and Learning conference Royal Holloway University of London, June 2013.

Winstone, N., & Moore, D. Embedding active learning and formative assessment into the teaching of large classes. Paper presented at the PedRIO conference, University of Plymouth, April 2012.

Winstone, N., & Millward, L. The value of peers and support from scaffolding: Applying constructivist principles to the teaching of psychology. Paper presented at the Higher Education Academy STEM Annual Conference, Imperial College, London, April 2012.

Winstone, N., & Millward, L. Reframing perception of the lecture from limitations to opportunities: Embedding active learning and formative assessment into the teaching of large classes. Paper presented at the Higher Education Academy STEM Annual Conference, Imperial College, London, April 2012.

Winstone, N., & Davis, A. Developmental improvements in the ability to reconstruct missing sounds in noisy environments. Paper presented at the British Psychological Society Developmental Section Conference, Goldsmiths, University of London, September 2010.

Winstone, N., Davis, A., & De Bruyn, B. Children's music perception adapts to the auditory environment: Evidence from perceptual restoration. Paper presented at the British Psychological Society Developmental Section Conference, University of Nottingham, September 2009.

Worsfold, N. The role of musical perceptual restoration in children's music perception, learning and development. Paper presented at the 13th Annual Psychology Research Student Conference, University of Surrey, January 2009.

Worsfold, N., Davis, A., & De Bruyn, B. Filling in the gaps: the role of musical perceptual restoration in music perception, learning and development. Paper presented at the 2nd European Conference on the Developmental Psychology of Music, University of Roehampton, September 2008.

Worsfold, N., Davis A., & De Bruyn, B. The role of familiarity in children's perceptual restoration of music. Paper presented at the British Psychological Society Developmental Section Conference, Oxford Brookes University, September 2008.

Worsfold, N., Davis, A., & De Bruyn, B. Replacement noise amplitude determines perceptual restoration in young children. Poster presented at the British Psychological Society Developmental Section Conference, Oxford Brookes University, September 2008.

Houston-Price, C., Reynolds, N., & Worsfold, N. Infants use the communicative context to learn to follow gaze direction. Paper presented at the British Psychological Society Developmental Section Conference, Oxford Brookes University, September 2008.

Worsfold, N. Auditory perception with disrupted sensory input: The perceptual restoration of music in children. Paper presented at the 12th Annual Psychology Research Student Conference, University of Surrey, January 2008.

Worsfold, N., Davis, A., & De Bruyn, B. Bottom-up influences on the perceptual restoration of music in children. Poster presented at the British Psychological Society Developmental Section Conference, University of Plymouth, August 2007.

Worsfold, N., Davis, A., & De Bruyn, B. The perceptual restoration of music in children. Poster presented at the 13th European Conference on Developmental Psychology, University of Jena, Germany, August 2007.

Worsfold, N., Davis, A., & De Bruyn, B. The effect of horizontal versus vertical task presentation on children's error patterns in a coordinate task. Poster presented at the 13th European Conference on Developmental Psychology, University of Jena, Germany, August 2007.

Worsfold, N. Perceptual restoration in children. Poster presented at the 11th Annual Psychology Research Student Conference, University of Surrey, January 2007.

Davis, A., Worsfold, N., & De Bruyn, B. The use of a touchscreen to test orientation effects on children's xy co-ordinate ability. Poster presented at the British Psychological Society Developmental Section Conference, University of London, Royal Holloway, September 2006.

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