• 3979 Citations
  • 26 h-Index
19972022
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Personal profile

Biography

My research is inter-disciplinary in nature, drawing on methodology, theory, and practice in the fields of education, cognitive science, and psychology. In the area of early childhood development, I am interested how young children think about number and quantity, and how these basic skills (often referred to as number sense) support growth in mathematical skills. As part of this work I also examine how the development of cognitive skills, such as working memory or the ability to self-regulate behaviour, contribute to children’s typical (and atypical) development. I have also conducted research involving children and adults with hearing loss, and am keen to pursue studies examining how synchronous multi-sensory information (or a lack of) impacts on how we represent and activate numerical information.

My research also looks at the important environments in which children are learning and developing – the home environment and the classroom. This has included a focus on the informal numeracy interactions that may happen between children and parents, as well as the pedagogical approaches to numeracy that educators use in day care environments, and the quality of educator-child interactions.

Research findings from these studies have been used to examine early risk indicators of later mathematical difficulties, and have informed the development and implementation of classroom-based intervention.

Finally, and getting back to my initial roots as a cognitive psychologist, I am involved in a number of studies examining the conditions under which individuals activate semantic representations of magnitude. For example, when asked if two presented numbers are the same colour, do we still activate semantic information about those numbers, such as their magnitude or their position on a mental number line, even when we are not required to do so. 

Teaching

SPED825 Effective Instruction in Numeracy

Research student supervision

I would be happy to hear from students who are interested in undertaking research in any of the following areas:

1. Numerical cognition (experimental studies from a psychological/cognitive science perspective investigating how we represent and activate numerical information).

2. Numeracy in the preschool / early primary classroom (e.g., pedagogical approaches, instructional quality, intervention for low achievers). 

3. Assessment and development of working memory and executive functioning/self regulation in young children.

4. Impact of hearing loss on child development and learning

5. Informal opportunities for learning numeracy and mathematics in the home and classroom environment.

6. Assessment and intervention for children with mathematical learning difficulties.

7. Impact of teacher-child interaction quality (in preschool) on children's longer term learning and development.

External positions

Principal Research Scientist, National Institute of Education

1 Dec 20114 Nov 2018

Lecturer, Senior Lecturer, and Reader, University of Aberdeen

20002011

Teaching Fellow, University of St Andrews

19972000

Fingerprint Dive into the research topics where Rebecca Bull is active. These topic labels come from the works of this person. Together they form a unique fingerprint.

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Projects 2014 2022

Research Outputs 1997 2019

  • 3979 Citations
  • 26 h-Index
  • 58 Article
  • 5 Chapter
  • 1 Conference proceeding contribution

Automaticity of access to numerical magnitude and its spatial associations: the role of task and number representation

Cleland, A. A. & Bull, R., Feb 2019, In : Journal of Experimental Psychology: Learning Memory and Cognition. 45, 2, p. 333-348 16 p.

Research output: Contribution to journalArticleResearchpeer-review

Color
experiment
Uncertainty
activation
uncertainty

Inferring the climate in classrooms from audio and video recordings: a machine learning approach

James, A., Kashyap, M., Chua, Y. H. V., Maszczyk, T., Nunez, A. M., Bull, R. & Dauwels, J., 16 Jan 2019, TALE 2018: Proceedings of 2018 IEEE International Conference on Teaching, Assessment, and Learning for Engineering. Lee, M. J. W., Nikolic, S., Ros, M., Shen, J., Lei, L. C. U., Wong, G. K. W. & Venkatarayalu, N. (eds.). Piscataway, NJ: Institute of Electrical and Electronics Engineers (IEEE), p. 983-988 6 p. 8615327. (IEEE International Conference on Teaching, Assessment, and Learning for Engineering (TALE)).

Research output: Chapter in Book/Report/Conference proceedingConference proceeding contributionResearchpeer-review

climate in the classroom
Audio recordings
Video recording
video recording
Learning systems

Multiple representations in preschool numeracy: teaching a lesson on more-or-less

Bautista, A., Habib, M., Ong, R., Eng, A. & Bull, R., May 2019, In : Asia-Pacific Journal of Research in Early Childhood Education. 13, 2, p. 95-122 28 p.

Research output: Contribution to journalArticleResearchpeer-review

Open Access
Teaching
Learning
Foster Home Care
Mathematics
Curriculum

Purposeful play during learning centre time: from curriculum to practice

Bautista, A., Habib, M., Eng, A. & Bull, R., 2019, In : Journal of Curriculum Studies. 51, 5, p. 715-736 22 p.

Research output: Contribution to journalArticleResearchpeer-review

curriculum
learning
teacher
kindergarten
classroom

A careful balancing act: evolving and harmonizing a hybrid system of ECEC in Singapore

Bull, R. & Bautista, A., 2018, The early advantage: early childhood systems that lead by example: a comparative focus on international early childhood education. Kagan, S. L. (ed.). New York: Teachers College Press, p. 155-181 27 p. (The early advantage; no. 1).

Research output: Chapter in Book/Report/Conference proceedingChapterResearchpeer-review

Activities 2019 2019

  • 1 Editorial work

Child Development (Journal)

Rebecca Bull (Member of editorial board)
Jul 2019 → …

Activity: Publication peer-review and editorial workEditorial work