Dr Katie Gilligan-Lee


Lecturer in Developmental Psychology
PhD, MPhil, BSc (Hons)
+44 (0)1483 686888
43 AC 05
Student consultation (thur 10-12); Personal tutor (thur 9-10) (Teams)

Biography

University roles and responsibilities

  • Programme Leader for MSc Developmental Psychology in Research and Practice

    My qualifications

    2018
    PhD Developmental Psychology
    University College London
    2013
    MPhil Psychology and Education
    University of Cambridge
    2012
    BA (Hons) Neuroscience
    Trinity College Dublin

    Research

    Research interests

    My teaching

    Courses I teach on

    Postgraduate taught

    My publications

    Publications

    Gilligan, K. A., Thomas, M.S.C., & Farran, E. K. (2020). First demonstration of effective spatial training for near transfer to spatial performance and far transfer to a range of mathematics skills at 8 years
    Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C., & Farran, E. K (2019). The developmental relations between spatial cognition and mathematics in primary school children
    Gilligan, K. A., Hodgkiss, A., Thomas, M, S, C., & Farran, E, K. (2018). The use of discrimination scaling tasks: a novel perspective on the development of spatial scaling.
    Clerkin, A., & Gilligan, K. A. (2018). Pre-school numeracy play as a predictor of children’s attitudes towards mathematics at age 10.
    Hodgkiss, A., Gilligan, K. A., Tolmie, A. K., Thomas, M. S. C., & Farran, E. K. (2018). Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years.
    Gilligan, K. A., Flouri, E., & Farran, E. K. (2017). The contribution of spatial ability to mathematics achievement in middle childhood.
    Gilligan-Lee, K.A., Hodgkiss, A., Thomas, M.S.C., Patel, P.K., & Farran, E.K (2021). Aged-based differences in spatial language skills from 6 to 10 years: relations with spatial and mathematics skills
    Bates, K. E., Gilligan‐Lee, K., & Farran, E. K. (2021). Reimagining Mathematics: The Role of Mental Imagery in Explaining Mathematical Calculation Skills in Childhood.